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Outline of "Work 



IN 



Elementary Language 



AMELIA MOREY, 

STATE NORMAL AND TRAINING SCHOOL, 
POTSDAM, N. Y. 




^/o^vv 






SYRACUSE, N. Y. : 

C. W. BARDEEN, PUBLISHER 

1891 



Copyright, 1891, by Amelia Mokey 



A I M 

(1). To train children to see, to hear, to think, to feel ; 
and 

(2). To express their thoughts and feelings clearly, cor- 
rectly and in a pleasing manner. 



ERRATA 

Page 15, 1st line, for //read /. 

19, 19th line, for sentence read sentences. 
23d line, for lessons read lesson. 

20, 10th line, for learned from read discovered by. 

23, 1st and 14th lines, for description read descriptive. 

23, 13th line, for two last read last two. 

24, 14th line, omit requiring a knowledge of the. 
29, 1st line, for picture read pictures. 

34, omit of at the end of the 4th and 5th lines. 
45, 24th line, for question read quotation. 
54, 8th line, omit the fourth word, bird. 
70, 1st line, read until for to. 
104, 1st line, read Wonder-book for Wonder Book. 



NOTE 

Throughout this hook periods at the end of titles and head-lines 
have been omitted, in accordance with the recommendation of the Li- 
brary Bureau, warmly endorsed by Melvil Dewey, Secretary of the 
Regents of the University. The custom, though adopted by the Chris- 
tian Union and other leading journals, has not yet become usual (see 
Rule I, top of page 11), but it seems to be gaining ground, and its 
adoption here seemed only courteous to the Regents of the University, 
who have recently done so much to make the study of English more 
thorough and systematic. 

(iii) 



CONTENTS 



Lesson Page 

Fourth Year — First Term 9 

I. An Apple. Outline I 9 

Ex.1. Lesson given 9 

Ex.2. Title, Margin, Indented Line 10 

Stating Sentences, Capitals. 

Ex.3. Copy -.. 11 

Ex. 4. Reading and Criticism 11 

Ex.5. Correcting Written Work. Spelling 12 

Ex. 6. Final Copy - 14 

II. A Sea-Shell. Dictation 15 

III. A Silver Dollar. Asking and Exclaiming Sentences. . 16 

IV. A Lead Pencil. Commanding Sentence 17 

V, VI, VII. Objects. Outline II. 19 

VIII. A Picture— The Dog and the Cat 21 

Outline III ; Comma 1 ; Is and Are 23 

IX. A Picture ; Comma 2 ; Was and Were 24 

X. A Picture ; Names; Titles; Summary 27 

Focrtii Year— Second Term 30 

XI. Object Lesson— Water. Outline IV. 30 

XII. Cork. Teacher's Preparation 31 

XIII. Names, Initials, Titles ____ 33 

XIV, XV. Objects 34 

XVI. A Picture— The Boy and the Dog 85 

XVII. Direct Quotations - 37 

XVIII. A Picture 39 

XIX. Names of Deity ; /and 40 

XX. The Story of a Robin 40 

XXI, XXII. The Story of a Canary; Review 41 

Fifth Year — First Term - 43 

XXIII. Freddie's First Composition ; Capitals 43 

XXIV. A Divided Quotation. 45 

XXV. A Reproduction . 45 

XXVI. A Fable,— The Hares. Outline V. 46 

(iv) 



CONTENTS v 

Lesson Page 

XXVII-XXX. Reproductions- 48 

XXXI. Names of Particular Times; Dates 49 

XXXII. APicture 51 

XXXIII. Names of Particular Places; Addresses 51 

XXXIV. APicture. 52 

XXXV. Names of Particular People ; Summary 52 

Fifth Yeah — Second Term 53 

XXXVI. Abbreviations 53 

XXXVII. Characteristics of Birds. 53 

XXXVIII. The Duck; Outline VI; Outline VII..... 54 

XXXIX-XLI. Water-birds; Apostrophe 1. 56 

XLII. A Reproduction 58 

XLIII, XLIV. Birds; Apostrophe 2 59 

XLV. A Fable.... 59 

Sixtii Year — First Quarter 60 

XL VI. Jack and the Bean-stalk 60 

XL VII. Unnecessary Repetition 60 

XLVIII. Jack and the Bean-stalk.. 60 

XLIX. Birds of Prey— The Eagle ; Outline VIII 61 

L. The Hawk and the Buzzard 62 

LI. Synthesis 62 

LII. Jack the Giant-killer 63 

LIII. Similar to Previous Lessons 63 

Sixth Year— Second Quarter 64 

LVII. Narrative-writing— A Reproduction 64 

Outline IX 65 

LVIII. The Heroic Serf 65 

Outline X 66 

LIX. The King and the Locusts 66 

LX. The Sparrow 68 

LXI. Review [20] 68 

LXII. The Formation of Words.. 68 

English Prefixes 70 

Sixth Year — Third Quarter 72 

LXIII. Synthesis 72 

LXIV. Narrative-writing — A Picture ,... 73 

LXV. The Squirrel's Party. Outline XI 74 

LX VI. A Picture. Suggestions 75 

LX VII-LXX. Four-handed Animals 76 



vi LANGUAGE LESSONS 

Lesson Page 

Sixth Year — Fourth Quarter 77 

LXXI. Narrative-writing — A Real Incident. 77 

LXXII. An Incident at the Fair .78 

LXXIII. A Journey. 78 

LXXIV, LXXV. Flesh-eating Animals 78 

LXXVI. An Impromptu Composition 78 

LXXVII. Thoughts not Connected 78 

Word-study .. ._ 78 

LXXVIII-LXXXIII. Similar to Previous Lessons 79 

Seventh Year— First Quarter 80 

Letter- Writing 80 

LXXXIV. Letter-Forms 81 

LXXXV. Letter to a Friend 83 

LXXXVI. Reproduction — Letters from a Gat. 84 

LXXXVII. Letter to a Schoolmate. 84 

LXXXVIII. Reproduction 84 

LXXXIX-XCI. Letters.... 83 

Word-study. 85 

Seventh Year — Second Quarter 86 

XCII. Reproduction— A Poem 86 

XCIII. The Daisy. Outline XLL 87 

XCIV. Adjectives and Adverbs 88 

XCV. Apple-blossoms.. 89 

XC VI. An Impromptu Composition 89 

XCVII. A Picture. 89 

Word-study: Suffixes 89 

Seventh Year — Third Quarter 91 

XCVIII. Dictation... 91 

XCIX. Familiar Letters 91 

C. Business Letters --- 92 

CI. Invitations 92 

CII. Letters of Application... 92 

CIII. Letters of Recommendation 93 

CIV. Dictation.. 93 

CV. Direct and Indirect Quotations 93 

CVI. Coffee.... --- 94 

C VII-CX. Similar to Previous Lessons 94 

Word-study : Prefixes 95 

Seventh Year— Fourth Quarter 91 

CXI. Business Letters. -- 96 



CONTENTS vii 

Lesson Page 

CXII. The Soldier's Reprieve _. .97 

CXIII. Changing Words to Phrases.. 98 

CXIV. Flax 98 

CXV. Reproduction— A Poem 98 

CXVI. Cork 98 

CXVII. Compound Words. The Hyphen 99 

Word-study: Prefixes. 99 

Eighth Year — First Quarter 101 

CXVIII. Review. Varying a Statement 101 

CXIX. Introduction. Conclusion. Outline XIII. 102 

CXX. Rice ...103 

CXXI. Interrogation 103 

CXXII. Reproduction— The Golden Touch 104 

CXXIII. Grapes and Grape Wine. 104 

CXXIV. Stories from Short Poems 104 

CXXV. Synthesis 105 

CXXVI. Reproduction. Word-study. 105 

Eighth Year — Second Quarter 106 

CXXVII. Rules for the Comma 106 

CXXVIII. The Early Life of Robinson Crusoe. 107 

CXXIX. The Inverted Order of Words .107 

CXXX. Wheat 108 

CXXXI. Robinson Crusoe ...108 

CXXXII. Inversion. An Impromptu Exercise 108 

CXXXIII. Native Forest Trees ...109 

CXXXIV. Biographical Sketches. Outline XIV 109 

Word-study : Latin Stems 110 

Eighth Year— Third Quarter 111 

CXXXV. News-paragraphs - Ill 

CXXXVI. Simile 112 

CXXXVII. Reproduction ....112 

CXXXVIII. The Rivers of New York 113 

CXXXIX. Participles.... 113 

CXL. Stories from Short Poems -.114 

CXLI. Synthesis. Word-study 115 

Eighth Year — Fourth Quarter 116 

CXLII. Use of Participles -. 116 

CXLIII. Metaphor - 117 

CXLIV. The Clothing on Robinson Crusoe ...117 

CXLV. Crusoe's companions 117 



viii LANGUAGE LESSONS 

Lesson Page 
CXLVI. Personification 117 

CXLVII. Stories from Short Poems ...118 

CXLVIII. India-rubber . ..119 

CXLIX. Position of Phrases 119 

CL. Crusoe's Occupations ..119 

Word-study : Latin Stems ..119 

Ninth Year — Second Quarter 120 

CLI. Review: Punctuation of Simple Sentences 120 

CLII. Original Productions. Passive Voice .... — 121 

CLIII. Punctuation of Complex Sentences ..122 

CLIV. Transformation of Poetry. Impromptu 122 

CLV. The Grass family. Outline XV. 123 

CLVI. Allegory, Parable, Fable 124 

CLVII. Maize 125 

Word-study: Latin Stems .125 

Ninth Year — Second Quarter 126 

CLVIII. Review of Capital Letters.. 126 

CLIX. Review of Previous Work. 127 

CLX. Use of Words. -.129 

CLXI. The Paraphrase. Additional Subjects 130 

Classification of Mammals 132 

Classification of Birds .133 



FOURTH YEAR— First Term 



STUDY OF OBJECTS 



LESSON I 



An Apple 
Outline 1 — [Teacher's preparation] 

1. Ideas and terms. 

Qualities discovered by the senses. 

(1) Sight, — large, round, red, ripe. 

(2) Hearing, — nothing. 

(3) Taste, — sweet, juicy, delicious. 

(4) Smell, — fragrant. 

(5) Touch, — cold, smooth, mellow. 

2. Idioms. 

My sight tells me. I observe. 

I see. I have. In the basket. 

I spy. I learn. On the desk. 

I find. I notice. In the teacher's hand. 

Exekcise 1 

Tell me in a sentence what you see in my hand. 

The pupils give and spell, naming the capital and terminal mark, if 
they can, while the teacher writes on the board sentence 1. 

See how many things you can tell me about the apple by looking at 
it. Each tell me one thing. Raise hands when you have something ta 
say. 

One says it is red, another, round, another, ripe and large. 

How did you learn this ? Tell me in a sentence what your sight tells. 
you. Sentence 2. 

(9) 



10 LANGUAGE LESSONS 

Some one taste the apple and tell me what he learns in that way. 
Instead of saying it is nice, what do we say of things we like very much 
when we taste them ? How many things have you learned in this way ? 
Name them. Tell them all in one sentence ? Use the word delicious 
last. Sentence 3. 

Put the apple in a pupil's hand. 

Tell me now, what you notice. Sentence 4. Hold it at a pupil's ear 
and tell him to listen. Sentence 5. Let pupils smell it. Instead of 
saying it smells nice, we say it is fragrant. Write the word. Sentence 
6. Read from the beginning to be sure there are no repetitions. 

An Apple 
I see an apple in the teacher's hand. My sight tells me 
that it is large, round, red and ripe. I find by tasting it, 
that it is sweet, juicy and delicious. When I take it in my 
hand, I notice it is cool, smooth and mellow. My hearing 
tells me nothing. By the sense of smell I learn that it is 
quite fragrant. 



How many ways have we found of learning about the apple ? Name 
them. What do we call these five ways of learning things ? The five 



When we speak of an apple as large, about what of the apple are we 
talking ? Size. As round ? Shape. As red ? Color. Etc., etc. What 
are the size, shape and color of the apple ? Qualities. 

How then, do we discover the qualities of things ? 



Exercise 2 — [Second day] 
"The story of the apple still upon the board. 

Title 
What is the name of the story ? Instead of calling these words the 
name of the story, we often call them the title. Write the word upon 
the board. Where is the title written as regards the story ? As regards 
the right and left edges of the paper ? [The board is ruled to repre- 
sent paper.] How is it written as regards capitals ? As regards 
punctuation ? 

Write the title on the first line above the story, and 
between the right and left edges of the paper. 



FOURTH TEAR— FIRST TERM 11 

[1] Begin the first and most important words of the title 
with a capital letter and finish it with a period. 



Indented Line 
Where, as compared with the width of the margin, does the first line 
begin ? 

[#] Tlie indented first line begins tivice the width of the 
margin from the edge of the paper. 

Where do the other lines begin from the left edge of the paper ? As 
regards each other ? 

\3\ On paper of fool's-cap size the margin is usually an 
inch wide on the left edge. 

Stating Sentence 
How are the sentences in this story begun ? How many of them are 
begun with a capital letter ? 

[4] Begin every sentence with a capital letter. 
What kind of sentences are these ? What marks do we find at the 
close ? At the close of how many of them ? 

[5] Place a period after every stating sentence. 

Exercise 3 — [Third day] 
The pupils make a correct copy from the board of the pre- 
ceding written exercise. 

The teacher retains the papers. 



Exercise 4 — [Fourth day] 

Beading and Oral Criticism 
Each pupil, standing before the class, reads his own paper. 
This is also to be a model exercise in every respect, — the 
position before the class, the bow, the reading. Always re- 
quire pupils to look over their work, that they may read 
script as readily as exercises from their readers. The tone 
of voice and pronunciation also receive careful attention. 



12 LANGUAGE LESSONS 

Oral Criticism 

(1) Each pupil will mention something, — at least one- 
point — in each composition, that he thinks especially welt 
done, — the reading, the bow, the beginning of the story, the 
tone of voice, the sentences, some well chosen word or pleas- 
ing expression, the way the story was finished, also the lan- 
guage used. 

(2) Each pupil will also mention at least oue thing in con- 
nection with each story that he thinks could be improved. 
Let him make the change, if possible. 



The teacher retains the papers and makes all needed cor- 
rections. He indicates clearly with a colored pencil all 
changes to be made, being careful to deface the papers as 
little as possible. 

He also makes a list of incorrect sentences, and of mis- 
spelled words or words which should be spelled again. 

Exercise 5 — [Fifth day] 
Correcting Written Work 

There will be few mistakes while the work is copied from 
the board, but the points that require attention are the same- 
as in compositions written wholly by the pupils. 

(1) The list of incorrect sentences is written on the board 
before the class. 

The pupils read each to see how it sounds, to see if they 
notice anything incorrect, — the omission of words, repetition 
of the same or similar words, misplacing of words or parts- 
of sentences, use of wrong word ; also to see if the sentence 
expresses clearly what is meant. 

The pupils suggest changes, the teacher aiding when 
necessary. 



FOURTH YEAR— FIRST TERM 13 

The pupils will make the corresponding change in the 
paper. 

(2) The compositions with errors marked are distributed. 

The pupils find the first blue marks, and, one at a time, 
-each gives and corrects the first error found in his paper. 
The second is treated in same manner, the third, etc., etc., 
until all have been corrected. If the child is unable to cor- 
rect, volunteers are called for ; if no one is able to make the 
change the teacher writes the correct form upon the board. 
The pupil who misspells a word writes it upon the board. 
When all errors have been corrected, the pupils spell these 
words from the board in concert. 

With each correction, the pupils make corresponding 
changes in their papers. 

Written Sj^elling 

The pupils pass to the board, the teacher pronounces and 
the pupils write all misspelled and other words that the 
teacher requires. 

Afterward one pupil or the teacher reads his list, the 
teacher deciding when the work is correct. Each pupil com- 
pares his own with the list read. 

The pupil who makes a mistake, writes the word at least 
twice correctly. 



Write in sentences the following words : — 

sight, tasting, delicious, 

round, juicy* fragrant, 

mellow, smooth, ripe. 

Eead each sentence and give a reason for each capital and 
period. 



14 LANGUAGE LESSONS 

Review 
Write correctly the following titles : 

The Hen. The Cat and Kitten. 

The Potato. The Fox. 

Black Tea. A Silver Dollar, etc., etc. 

The pupils will give a reason for each capital letter and 
the period. 



Rules for capitals are given in the Summary at the close of 
the Fourth Year's work. 

Exercise 6 

Make the final copy of the story in copy-books. Keep the 
books free from errors in — 

(1) arrangement, 

(2) position and writing of titles, 

(3) margin, 

(4) indented lines, 

(5) construction of sentences, 

(6) use of capitals, 

(7) use of punctuation marks, 

(8) spelling, 

(9) correct use of words, 

(10) neatness, 

(11) penmanship. 

The value of each lesson is increased by a real interest, a 
happy manner and a tact easily directing inquiry and obser- 
vation into right channels, preventing hesitation, loss of 
time and interest. 

Much depends, also, upon a ready fund of information 
on the subject, in the possession of the teacher to be used in 
supplementing the knowledge and experience of the pupil. 



FOURTH TEAR— FIRST TERM 15 

LESSON II 



A Sea-Shell 
Follow the outline given in Lesson II. 

Teacher's Preparation. See the words in italics in the 
story. 

1. — Lesson given. Outline I. Qualities Discovered by the 
Senses. 

The Story 

This beautiful shell came from the sea-shore and was once 
the home of a small animal. It is smooth and oval above and 
flat underneath. On the flat side is a long, narrow opening 
with ridges like teeth on either side. This opening was the 
door of the tiny house. The curved side is mottled with 
shades of brown, but the flat side is white. It does not have 
the taste or smell of salt. When I listen it sings a low, sweet 
song of the sea. 

2. — Making correct copy from the board. 

3. — Reading and oral criticism. Exercise 4, Lesson I; 

4. — Correcting written work. Exercise 5, Lesson I. 

a. Correcting sentences, from the story, written on 

board. 

b. Pupils make the corrections indicated in composi- 

tions, — misspelled words, capitals, punctuation. 

c. Review. See Exercise 5, Lesson I. 

Dictate for pupils to write, in sentences, the following; 
words, leaving the usual margin : 

beautiful, narrow, tiny, mottled, 

home, opening, teeth, shades, 

smooth, ridges, curved, low. 



16 LANGUAGE LESSONS 

The pupils will read their sentences giving a reason for 
each capital, and period. 

They will also give the width of the margin. 

5. — Final copy in composition books. See Exercise 6, 
Lesson I. 



Lesson III 



A Silver Dollar 

Follow the same general plan as in Lesson I. 

Teacher's preparation, — new words in italics, also exclaim- 
ing and ashing sentences. 

1. — Lesson given. See Exercise 1, Lesson I. 
The Story 

See what I have in my hand ! Did you ever have so much 
money all your own ? This shining silver dollar is an inch 
and a half in diameter and has fine teeth all around the edge. 
On one side is Miss Liberty with a cap on her head. I 
see also near the edge, a circle of thirteen stars and the date 
1879. 

On the other side is an eagle with his wings out-spread, 
grasping arrows and an olive-branch in his strong claws. I 
find the words "In God we Trust" and also the words 
" United States of America." The taste is brassy, but it has 
no smell. If you drop it on the desk you will hear a clear, 
ringing sound. 

Give the following either in Exercise 1 or 4 in this lesson. 

Find a stating sentence in this story. How is a stating sentence 
written ? 

Tell me whether the first is a stating sentence. Why do you think it 
is not ? What mark at the close of the sentence ? Then what kind of 
sentence must it be ? Tell me how to write an exclaiming sentence. 



FOURTH YEAR— FIRST TERM 17 

[6] An exclaiming sentence is begun with a capital letter 
and finished with an exclamation point. 
In a similar manner obtain : — 

[7] An ashing sentence is begun with a capital letter and 
is finished with a period. 

2. — The pupils make a correct copy of the story from board. 
3. — Reading and oral criticism. Exercise 4, Lesson I. 
4. — Correcting written work. Exercise 5, Lesson 1, and 
Exercise 4, Lesson II. 

Dictate the following words for pupils to write in asking 
sentences: — 

money, diameter, circle, 

shining, liberty, date. 

In exclaiming sentences: — 

eagle, grasping, arrows, 

out-spread, strong, sword. 

In stating sentences: — 

America, ringing, 

brassy, sound. 

The pupils will read their sentences after writing and give 
a reason for every capital letter and punctuation mark. 
Spell the dictated words. 
5. — Final copy in composition books. Exercise 6, Lesson I. 



LESSON IV 



A Lead Pencil 



Observe the same plan as in Lesson I. 
Outline II. 

(1) Qualities discovered by the senses. 

(2) Uses. 

Exercise 1. Lesson given. 



1 LANGUAGE LESSONS 

The Story 

Lend me your lead pencil. Did you buy it at Weed & Weston's ? It 
is just seven inches long. It has a sharp point at one end and a 
good eraser at the other. The rubber-holder is made of tin and is 
smooth and shining. The wood is red and smells something like cedar. 
How do you think the lead was placed so neatly in the centre ? Before 
the pencil was sharpened, you would scarcely guess there was any lead 
in it. Lead does not break readily although it can be so easily cut with a 
knife. Do you think the lead is poisonous? 

What would we do in school without lead pencils ! We use them 
for drawing, and writing compositions, and in our arithmetic class. We 
also use them in our penmanship class. When we are in the Interme- 
diate Department we shall use pen and ink. Always keep your pencil 
sharp. 

Call attention to the first sentence. Pupils decide it is 
neither a stating, asking, nor exclaiming sentence, giving 
reasons. 

For what is it used ! To request or to order something 
done. Obtain the following : — 

[8] A sentence used to order something to be done is a com- 
manding sentence. 
Also obtain : — 

[9] A commanding sentence is begun with a capital letter 
and finished with a period. 

2. — Pupils make a correct copy. 
3. — Eeading and oral criticism. 
4. — Criticisms of written work, Exercise 5, Lesson I. 
Also — 
Read an asking sentence from your story. 
Read a stating sentence. 
Read a commanding sentence. 
Read an exclaiming sentence. 
Tell how each is written. 
Also — 

Dictate the words in italics as a spelling lesson. 



FOURTH YEAR— FIRST TERM 19 

Also — 

Dictate some of these words to be written in each of the 
four kinds of sentences. 

The pupils will give you a reason for each capital let- 
ter and punctuation mark used. 

5. — Final copy in books. Exercise G, Lesson I. 



LESSON V 



A Bunch of Grapes 
Observe the same general plan as in Lesson I. 
Follow Outline II. 

Exercise 1. — Lesson given and the story written upon the- 
board, using stating, asking, and exclaiming sentences, the 
pupils telling in each case how the sentence is to be written. 

Exercise 2. — Pupils make a correct copy. 

3. — Criticism of written work. Exercise 4 r 
Lesson I. 

4. — Criticise written work. Exercise 5, Les- 
son I, also Exercise 4, Lesson II, and last 
lesson. Review as in previous lessons. 

From sentences in the story, during either the first, sec- 
ond or fourth exercise-teach the following : — 

1. Mary and I ate a whole bunch of grapes. 

2. I like to pick the grapes from the vine. 

3. John and I found wild grapes by the river. 

4. I saw green and ripe grapes on the stem. 

Name the capitals in the first sentence. Why is the first used ? What 
is the next ? When / is written alone like this, we call it a word. 
See how many times you can find the word I in these sentences. How 
is it written ? 



20 LANGUAGE LESSONS 

Obtain the statement : — 
[10] The word I is always a capital. 
5. — Final copy in books. 



LESSON VI 



A Rubber Band 

Written without assistance from the teacher. 
How many parts in our last story ? 
What were they ? 

The teacher writes on board — 

1. Qualities learned from the five senses— seeing, hearing, smelling, 

tasting, touching. 

2. Uses. 

Each has a rubber band. 
Each examines and does his best. 

Each writes at least one asking and one exclaiming sentence. 
The ability of the pupil to work by himself is the real test of what he 
has learned. 

Exercises 2, 3, 4, and 5 as in previous lessons. 



LESSON VII 



Subjects of further lessons, — wood, flax, salt, etc., etc. 
Study of Pictures 

After three or four lessons on objects have been given, 
lessons on pictures as indicated below, may be given for 
variety ; the lessons on objects may then be resumed and 
•continued through the term, or until the pupils are able to 



FOURTH YEAR— FIRST TERM 



'11 



write a fairly good story without assistance, when a simple 
object is put into their hands. 

If the pupils are familiar with kinds of sentences and how 
to write them, the work may begin with the picture lessons. 



LESSON VIII 




Follow the general plan of Lesson I. 
Outline III. 

a. Name and describe the objects seen in picture. 

b. Tell what they are doing. 

Teacher's preparation — descriptive words and [11]. 

Exercise 1 
Tell me in a sentence what you see in the picture. 
The pupils give and spell sentence 1, mentioning the capital letter 
and the terminal mark. The teacher writes the commas. 



22 LANGUAGE LESSONS 

Tell me what kind of a dog he is, with his mouth open in this way. 
Tell me what he is doing. Tell me in one sentence what you have 
noticed about the dog. Sentence 2. 

Tell me what you see in his mouth. How do you think the edge of 
.his teeth would feel ? What is the color of his tongue ? Tell me in 
one sentence. Sentence 3. 

Describe the rat. Sentence 4. 

What is he doing ? Sentence 5. 

How near is he to the box ? Sentence 6. 

Pupils read from the beginning to prevent repetitions. 

Why does the rat wish to reach the box ? 

Why will not the dog follow him ? Sentence 7. 

Describe the cat. Tell me the same in an exclaiming sentence. Sen- 
tence 8. 

What is she doing ? Will she try to catch the rat ? Change to an 
asking sentence. 

TJie Dog and the Rat 

I see a dog, a rat, a cat, a box and a stool in the picture. 
The large, fierce dog is trying to catch the rat. I can see 
his long, sharp teeth and his red tongue as he opens his 
mouth. • 

The rat is large and gray and very much frightened. 
He is running as fast as he can to get away from the dog. 
He has almost reached the box ! I do not think the dog can 
follow him into the box because he is too large. 

What a large white cat this is ! She is sitting on a high 
stool and has a ribbon around her neck. Do you think she 
will try to catch the rat ? 

2. — Pupils make a correct copy adding anything they 
would like to say. 

3. — Reading and oral criticism. Exercise 4, Lesson I. 

4. — Correcting written work. Exercise 5, Lesson I. 



Give and spell the words that describe the dog ; his teeth 
the cat ; the stool ; the rat. 



FOURTH TEAR— FIRST TERM 

large, long, red, frightened, 

fierce, sharp, gray, high. 

Since they describe they are description word*. 



The teacher dictates for pupils to write. 

1. I see a dog, rat, cat and stool. 

2. John, Mary, Henry and Jane are in the class. 

The pupils will notice in sentence 1, that three or more 
words are used in the same way, i. e., to tell what is seen ; 
also that the names in the second sentence are used in the same 
way, i. e., to tell who are in the class ; that all except the 
two last are separated by a comma. 

[11] When three or more words are used in the same way, 
all except the two last should be separated by a comma. 



Write in stating and asking sentences the description 
words — 

frightened, fierce, sharp, 

high, gray, red. 



5. — Final copy in books. Exercise 6, Lesson I. 
Exercise 6 

Write the following sentences; — 

1. The dog is tierce. 2. Dogs are fierce. 3. The cat is white. 4. The 
dog and rat are running. 5. The cat is sitting on the stool. 6. Dogs 
and cats are not good friends. 

In how many sentences have we used is ? Read them ? In the other 
sentences what word have we used instead ? Read them. Why did 
we use are in the second ? Read the sentences in which we speak of 
more than one object ? Why did we use is in the first ? Read all the 
sentences in which we speak of one object. 

When speaking of one object, use is; when speaking of 
more than one object use are. 



24 LANG JJA GE LESSONS 

Give the subject and pupils will give sentences orally ; or 
write or dictate the following sentences: 

1. The rat large. 2. His teeth sharp. 3. His tongue 

red. 4. The dog running. 5. His eyes bright. 6. His ears 

short. 7. Straws hanging from the box. 8. The box 

quite full. 9. The nails in the boards black. 10. The hole in the 

box small. 11. The leg of the stool long. 12. The stool 

high. 



It is believed that as children repeat the process of getting 
the material; constructing the sentence, moulding and shap- 
ing it; rejecting certain words for given reasons; preferring 
one form of word or sentence to another ; reading the last 
sentence with the previous ones to see that words and ideas 
are not repeated ; mentioning the capitals and terminal 
marks ; requiring a knowledge of the spelling before the 
word is written, they will acquire a practical knowledge 
of sentence making in its earlier stages, that will become 
almost instinctive throughout their future work. 



LESSON IX 



The Fox and Bees 

[Use a picture of a fox chased by bees, with ducks quack- 
ing at him.] 

Follow general plan of Lesson I, Outline III. 
Exercise 1 

I think you will be interested in this picture. Begin with an asking 
sentence. Ask Jennie what she sees. 

Pupils give and spell, naming the capital and punctuation marks, 
while the teacher writes sentence 1. 



FOURTH TEAR— FIRST TERM 25- 

Tell me what you see. Sentence 2. 

Show me where the bees live. Since they live here we may call this 

their ? Point to the roof. What do you think it is made of ? 

What do you think of a house with a straw roof ? Tell me this in a 
sentence. What is it called ? Where does it stand ? 

Read the story from the beginning. 

What made the fox come so near the bees ? Even if he was hungry, 
why did he come to this dangerous place ? Sentence 6. 

How did he come so the ducks would not see him ? But just as he 
came near them what happened ? Yes, they spoiled his — ? Sentence 7. 
What did the bees do to him ? Sentence 8. What did he do when 
they stung him so ? Tell me if you are sorry. How do you think the 
gray duck felt when she saw the old fellow running away ? Look at her 
mouth ! What do you think she might be doing ? Begin with "see," 
and tell me in an exclaiming sentence. 

Read from the beginning. 

Story 

Jennie, what do yon see in the picture ? I see a fox, some- 
bees and five large ducks. The bees have a strange house 
with a straw roof. It is called a hive. It stands under a 
large tree. 

The hungry fox wanted a nice fat duck for his dinner. 
So he crept along slyly, but the bees soon spoiled his fun. 
The angry creatures flew into his eyes and ears and stung 
him till he was glad to run away. I think he fairly cried 
for pain. I am not sorry for him. Are you ? See the 
gray duck laugh at the old fox ! 



What kind of a sentence is the first ? 
What is the first word of the question? 
What word before it ? 

What is Jennie the name of ? What person ? 
What separates it from the rest of sentence ? 

[12] The name of the person spoken to is separated from 
the rest of the sentence by a comma. 



LANGUAGE LESSONS 



2. Pupils make a correct copy. 

3. Reading and oral criticism. Exercise 5, Lesson I. 

4. Correcting written work. Exercise 5, Lesson I. 



Read each sentence in the story ; tell what kind of a sen- 
tence it is. 

Mention each capital letter and give reason for its use. 

Name each punctuation mark in the sentence and give the 
reason for its use. 

Dictation 

1. Mary, close the door. 

2. Lend me your pencil, Fred. 

3. Will you write the lesson, Jennie ? 

4. John, spell the first word. 

5. What a noise he makes ! 

6. I told him I would go. 



roof. 

slily, 



Write in asking sentences — 




picture, bees, 


ducks, 


Write in stating sentences — 




hungry, dinner, 


crept, 


stung, spoiled. 


stung. 


Write in exclaiming sentences- 




cried, fairly, 


sorry, 



laugh. 



Exercise 6 

IVrite the following : — 

1. The fox was near the ducks. 2. The ducks were afraid of the 
fox. 3. The hive was not disturbed. 4. The bees were angry. 5. The 
white duck was not frightened. 6. The bees were buzzing. 7. The 
ducks were fat. 

Read a sentence in which icas is used. In the second sentence what 
word is used instead ? Read all the sentences in which we have used 
were. In which we have used teas. 



FOURTH YEAR— FIRST TERM 27 

Why did we use were instead of was in the second ? Was instead of 
were in the first '? In how many sentences are we speaking of one object ? 
In how many of more than one ? What word have we used in each case ? 

Use luas when speaking of one object ; use were token speak- 
ing of more than one. 
Dictation, — See Exercise G, Lesson VIII. 



LESSON X 



[Use a picture of a mother with two boys, one of whom is 
showing her a hat full of apples. ] 
Follow the general plan of Lesson I. 
Outline III. 

Exercise 1 

Whom do you see in the picture ? What kind of a boy do you think 
he is ? What do you see beside the persons '? 

Describe Willie. What is his full name ? What has Harry in his 
hands ? — How do they look ? What does he say ? What kind of a 
boy would you call him ? 

Harry and Willie More. 

What do you see in the picture ? I see Harry and Willie 
More and their mother sitting by the window. It is a beau- 
tiful summer day and the window is open. 

Willie wears a white waist and has his hat in his hand. 
How pleased he looks ! His full name is William Arthur 
More. 

Harry has his hat full of delicious August sweets for his 
mother. How ripe and juicy they look ! " They are the 
first apples we have found/' said Harry, as he poured them 
all into her lap. Do you not think he is a generous boy ? 



What is the first full name in the story ? Of what other boy is it the 
name ? Since it is the name of this person and no other, we say it is 



28 LANGUAGE LESSONS 

the name of a particular person. How many words in the name? How 
are they begun ? Give me your full name. How is each word begun ? 
Your father's full name ? How is each word begun ? 

[IS] Begin each word in the name of a particular person 
with a cajntal letter. 



2. — Pupils make correct copy, adding anything they would 
like to say. 

3. — Eeading and oral criticism. Exercise 4, Lesson I. 
4. — Correcting written work. Exercise 5, Lesson I. 



Write each boy's full name. 
Write your father's full name. 
Write your mother's full name. 
Write your sister's full name. 

Tell where in writing the names, you have used capital letters, and 
why. 

1. William Arthur More. 

2. Harry Edgar More. 

3. Mr. Thomas Strong. 

4. Mrs. Mary Ellen Strong. 

5. Master George Strong. 

In the third and fourth sentences, just where does the name begin ? 
Why not use the names omitting Mr. and Mrs. V Since these words are 
not names and are used to show respect, we call them titles of respect. 

Spell the first title. Spell the second. How are the words written ? 
These letters Mr. and Mrs. since they are but parts of the word are 
called abbreviations. 

How are they written ? 

[1^] Titles of respect should begin with a capital letter y 
and the abbreviation should end with a period. 

5. — Final copy in books. Exercise 6, Lesson I. 



Name the descriptive words in the story. 

beautiful, white, delicious, summer, 

generous, jnicy, ripe. 

Write these words in asking and exclaiming sentences. 



FOURTH YEAR— FIRST TERM 29 

Give other lessons on .picture conducted in a similar man- 
ner. 



Summary for Fourth Year, — First Term 

1. Begin the first and most important words of a title with 
a capital letter and finish it with a period. 

2. Indent the first line double the width of the margin. 

3. Leave a margin one inch wide at the left edge of the 
paper. 

4. Begin each sentence with a capital letter. 

5. Place a period after every stating sentence. 

6. An exclaiming sentence is begun with a capital letter 
and is finished with an exclamation point. 

7. An ashing sentence is begun with a capital letter and 
is finished with an interrogation point. 

8. A sentence used to command is called a commanding 
sentence. 

9. A commanding sentence is begun with a capital letter 
and finished with a period. 

10. The word /is always a capital. 

11. When three or more words are used in the same way, 
all except the last two should be separated by a comma. 

12. The name of a person spoken to is separated from the 
rest of the sentence by a comma. 

13. In writing the names of particular persons begin each 
word with a capital letter. 

14. Titles of respect should begin with a capital letter and 
the abbreviation should end with a period. 



FOURTH YEAR— Second Term 



STUDY OF OBJECTS 

(Continued from first term) 



LESSON XI 



Water 
Outline IV. 

1. Qualities discovered by the senses. 

2. Facts discovered by experiment, — heat, cold, fire, 

water, knife, hammer, etc. 

3. Uses. 

4. Story. 

Follow general plan of Lesson I. 

Exercise 1 
Lesson given. Exercise 1, Lesson I. The teacher tells 
the story. 

Composition 

The water in the glass is clear, bright and colorless. It is 
also odorless and tasteless. Because we can see through it 
we say it is transparent. It is called a liquid because it will 
make [or form in] drops when it is poured from the glass. 

If it is heated, it will all [pass away in] turn to steam or 
vapor. It will become ice or a solid if we leave it out of 
doors when the weather is very cold. 

It is used for drinking and preparing our food. It also 

furnishes water-power for turning the machinery in mills. 
30 



FOURTH TEAR— SECOND TERM 31 

Plants would not grow if the water from the clouds did not 
moisten their thirsty roots. 

Did you ever hear of the traveler who once got into great 
trouble ? He told a King who lived in a very warm climate, 
that in his own country, water would become so hard, that 
a coach and horses could be driven across it. The King- 
ordered the traveler to leave the country; "for," said he, 
"I will not have such a liar in my kingdom." 

2. — Copy the first part from the board. 

Write the story from memory. Exercise 3, Lesson I. 

3. — Reading and oral criticism. Exercise 5, Lesson I. 

4. — Correcting written work. Exercise 5, Lesson I. 

Write the descriptive words in asking sentences, 
clear, colorless, tasteless, 

bright, odorless, transparent. 



What kinds of sentences in the story ? 

How are they written ? Give the reason. 

Write in stating sentences — 

liquid, vapor, poured, 

solid, heated, moisten. 

Write on the board, — 

kingdom, machinery, traveler, 

climate, driven, ordered. 

5. Final copy in books. Exercise 6, Lesson I. 



LESSON XII 



A Piece of Cork 
Follow the general plan of Lesson I. 
Observe Outline IV. 



32 LANGUAGE LESSONS 

Tea cli er's Prepa ra t ion 

1. Observation. 

Sight, — shape of the piece, size, color. 
Smell, — no odor. 
"Taste, — tasteless. 
Touch, — rough, spongy. 

2. Experiments, — very light compared with lead or water 
— it will float. 

Water will not soak into it ; or it is impervious to water. 
It can be easily cut with a knife, but is not brittle. 
By hammering or squeezing it, we find it is compressible 
and elastic. 

3. Uses. — For stoppers to bottles and why. In the soles of 
shoes and why. For floats on fish-lines, for life-preservers 
and why. 

4. Story. — Pupils may write anything they know about 
cork, — what it is, where it comes from, how it is obtained, 
etc. 

The teacher's knowledge of the construction of sentence 
and use of words is more definite by writing the composition 
herself, before giving the lesson. 

Exercise 1 
Lessons given, except the story. Exercise 1, Lesson I. 
At the close of the lesson, erase the work from the board. 

Exercise 2 
Instead of copying from the board, the pupils write Exer- 
cise 1 from memory, constructing the story themselves. 

3. Heading and oral criticisms. Exercise 4. Lesson I. 

4. Correcting written work. Exercise 5, Lesson I. 



Name and spell the descriptive words. 

light-brown, spongy, brittle, 

tasteless, light, compressible, 

rough, impervious, elastic. 



FOURTH YEAR— SECOND TERM 33 

Write the first three in asking sentences. 
Write the next three in stating sentences. 
Tell how each kind of a sentence is written. 
Give the reason for each capital and the period in the title 
of this composition. 

5. Copy in books without a mistake. Exercise 6, Lesson I. 



LESSON XIII 



Names, Initials, Titles of Office. 
Tell me how to write your father's name as it should be 
written on a letter. Your own name. Your mother's name. 
Your doctor's name. Your minister's name. 

1. Mr. Arthur E. Williams. 

2. Master George W. Williams. 

3. Mrs. Laura Williams. 

4. Miss M. M. Watson. 

5. Dr. N. M. Eaymond. 

6. Eev. C. E. Warner. 

Read the titles. How many of them are abbreviated ? 
How are titles written ? 

What other words in these names are shortened or abbre- 
viated ? What remains ? The first letter of a word is the 
initial letter. 

What are the initial letters of your father's name ? What 
are the initial letters of his given or Christian name ? Which 
name has only the initial letters written for the Christian 
name ? In which name is only the initial letter written for 
one word ? When only initial letters are used for the Chris- 
tian name, how are they written ? 

[15] When only the initial letter of a name is used it is fol- 
lowed by a period. 



34 LANGUAGE LESSONS 

What is your Christian name ? What other name have 
you ? What is your last name called ? What is your sister's 
family name ? Your, father's ? How do they compare ? 



Which are the titles of respect ? What does the title of 
Dr. mean ? What does it show of the person ? The title of 
Eev.? 

Since these titles show what the persons do or their office, 
we call them titles of office. 

How many of these are titles of office ? Of respect ? 



Write each title in full and opposite each, its abbreviation. 

Mister Mr. 

Master 

Mistress .... Mrs. 

Mistress Miss. 

Doctor Dr. 

Keverend Rev. 

LESSON XIV 

A Penny. — (Or a pocket-knife) 
Follow the general plan of Lesson I, except writing the 
lesson on the board. 

Observe Outline IV. Omit the story. 
Teacher's preparation as in Lesson XII. 

Exeecise 1 
Lesson given as in XI, each pupil having an object to ex- 
amine. See Lesson III. 

Sentences formed as in previous lessons. Writing on the 
board omitted. 

Exercise 2 

Pupils write Exercise 1 from memory, adding anything 
they would like to say. 



FOURTH TEAR— SECOND TERM 35* 

3. — Reading and oral criticism. Exercise 4, Lesson I. 
4. — Criticism of written work. Exercise 5, Lesson I. 
5. — Final copy in books. Exercise 6, Lesson I. 



LESSON XV 



A Call-bell. Impromptu 
Follow general plan of Lesson I. 
See Lesson VI. 
Other lessons may be given on glass, coal, chalk, etc. 

LESSON XVI 
Lessons on Pictuees 




Tlie Boy and the Dog 
Follow the general plan of Lesson I. 
Outline III. Omit the writing. 



36 LANGUAGE LESSONS 

Each tell ine one thing he sees in the picture. Give the boy a name. 
Describe him. Sentence 1. Tell me what he is doing. AVhat has he 
in his hand ? What do you think he is going to do with it ? Sentences 
2 and 3. 

What does the dog think ? How does he look ? What is he doing ? 
Tell me in an exclaiming sentence. 

What does he seem to say to the boy ? How do you think his paw 
Tvas hurt ? 

What might the dog have done to the cow ? Should he be whipped 
for it ? 



How many can tell the story from the beginning V 

Different pupils tell the story smoothly, using the descriptive words. 



Story 

Harry Jones is a kind-hearted boy. He is sitting on a 
-grassy bank to rest. He has a long, crooked stick in his 
hand and I think he is going to whip the dog. The dog 
thinks so too. 

The poor fellow looks frightened ! He can hardly stand. 
See him hold up his paw ! He seems to say, " Do not strike 
me, Harry. My paw is very sore." 

I think he is a Newfoundland dog because his coat is so 
thick and black. 

The cow must have hurt him with her horns or stepped 
on his foot with her hard hoofs. 

Perhaps the dog bit the cow when he was driving her to 
pasture. If he did he should not be whipped for it. He 
knows no better. 

2. Pupils write from memory. 

3. Reading and oral criticism. Exercise 5, Lesson I. 
Write descriptive words in sentences. 

kind-hearted, crooked, think, 

grassy, poor, black, 

long, frightened, 

•5. Copy in books. 



FOURTH TEAR— SECOND TERM 37. 

Exercise 6 

Write correctly from dictation the following words : — 

1. I have two [to, too] pencils. 

2. I am going to Ogdensburg. 

3. I can read and write too. 

4. One of kitty's fore feet is white. 

5. Jennie is four years old. 

6. I can hear the bell. 

7. My book is here. 



Review 

1. Were [or was] the boys generous ? 

2. Were [or was] they school-boys ? 

3. Was [or were] their mother sick ? 

4. Was [or were] their father at home ? 

5. The boys were [was] very happy. 

6. Their mother was [were] pleased. 

7. The apples were [or was] sweet. 

8. The day was [or were] pleasant. 

9. Were [or was] Willie and Harry twins ? 
10. Were [or was] they good boys ? 

Give the reason in each case for the word chosen. 



Write the boy's full name. What title would you give him ? Which 
is his family or surname ? Which is his Christian name ? 

Write the full names of three boys in your class. Write the same 
names with initials instead of the Christian names. 



LESSON XVII 



A Direct Quotation and Quotation Maria 

1. The dog said, "Do not hurt me." 

2. "Come little leaves," said the wind. 

3. The goat said, "Wait a moment." 

4. "What a beautiful creature," said the fox. 



-38 LANGUAGE LESSONS 

Just what did the dog say ? What marks do you find after these 
words? Before them ? Who said the words between these marks ? Read 
the words in the second sentence used in the similar way ? What marks 
do you find before them ? After them ? Look in the third sentence 
for words used similarly. In the fourth. 

Since each group of words inclosed in these marks is the 
exact words of another repeated, we call each a direct 
quotation. 

Read the direct quotation in the first sentence. In the second. In 
the last sentence. What is a direct quotation ? 

[16] The exact words of another repeated is a direct quo- 
tation. 



The words that are repeated are said to be quoted. 
What is quoted in the first sentence ? 
Whose words are quoted in the second ? 
In the third ? In the fourth ? 



Make the marks that are placed before the quotation. After the 
quotation. 

[17] The marks that inclose the quotation are quotation 
marks. 



How is the direct quotation begun in the first sentence ? In the 
second ? In the third ? In the fourth sentence ? 
How is a direct quotation begun ? 

[18] Begin a direct quotation with a capital letter. 

Read the first sentence. Read the quotation. What words remain ? 
What is between them ? What does the comma do for the quotation 
and the remainder of the sentence. Examine other sentences in the 
same way. 

[19] Separate a direct quotation from the rest of the sen- 
■tence oy a comma. 

Dictate — 

1. " Lend me your book," said Mary. 

2. " Here it is," said George. 

3. Jennie asked, " Where are you, mamma 1" 



FOURTH TEAR-SECOND TERM 39 

The pupils will read the quotation ; tell what words are 
quoted ; give the reason for each capital ; for each punctua- 
tion mark. 



LESSON XVIII 



A Picture 
Follow the general plan of Lesson I. 
Observe Outline III. 

Teacher's Preparation 
Introduce — 

(1) Names of particular persons. 

(2) Initials. 

(3) Titles,— Mr. and Mrs. 

(4) One or two short quotations. 

1. — Lesson given. Sentences formed. Difficult words 
spelled — written on board. 

Story told smoothly by different members of the class. 

2. — Story written from memory. The pupils are permitted 
to add or make changes provided the changes improve the 
story. 

3. — Heading and oral criticism. Exercise 4, Lesson I. 

4. — Criticism of written work. Exercise 5, Lesson I. 



Write the quotations in your story. 

1. " Come here, John," said his father. 

2. John called, " Anna, where are you ? " 

3. " Mr. Ralph E. Morton is clerk," said the boy. 

4. Master S. Coleman Edwards is my cousin. 

Read the names in these sentences and tell how each is written. 
Read the titles. Which are abbreviated ? How do you write abbre- 
viations ? Initials ? 

Read the quotations and give a reason for each capital and punctua- 
tion mark. Write the quotation marks. 

5. — Final copy. Spelling. 



40 LANGUAGE LESSONS 

LESSON XIX 



Write— 

1. The Lord is my Shepherd, I shall not want. 

2. The minister said, " O God, have mercy ! " 

3. O velvet bee, you are a dusty fellow. 

4. O sleepless God, forever keep us ! 

5. The child read, " O had I the wings of a dove ! " 

Select the names in the sentences. They are the names of^whom ? 
How are they written ? How often are they written with capitals ? 

[20] The names of God begin with a capital letter. 

What other word in the same sentence is a capital '? How many let- 
ters in this word ? How is it written ? Find another word in these 
sentences containing but one letter. How is it written ? How often is 
the word O a capital ? How, then, are the words O and I written ? 

[21] The words I and are aliuays capital letters. 



Dictate short sentences containing the name of Deity and 
the word 0. 

Pupils will tell how each is written, giving reasons. 

LESSON XX 



The Story of a Robin 
Follow the general plan of Lesson I. 
Outline — 1. Description. 2. Habits. 
Object — real bird or picture. 

Exekcise 1 
Observe Exercise 1, Lesson XVI. Descriptive words. 

Story 
This bird wears a brown coat and a pretty red vest. It 
has small, round eyes and a very wide-awake look. It has 
slender legs, sharp toe-nails and can run very fast. 



FOURTH TEAR— SECOND TERM 41 

This robin built a nest in a cedar under Jennie Dean's win- 
dow. The mother-bird carried mud and sticks day after 
day to make it snug and strong. Then she put a lining in 
it of dry grass and soft hair to make it warm and cosy for 
her little ones. 

The first time Jennie's papa held her up to look into the 
nest, what do you think she saw ? Two lovely little eggs of 
a robin's-egg-blue color. The next time she looked in there 
were four. The last time the eggs were all gone, and four 
little birds were there. They did not have enough downy 
feathers to cover them. They seemed to be nearly all mouths 
and they opened them whenever they heard any little sound. 

They must have been hungry all the time, for the mother- 
bird brought them food all day long. One of them fell out 
of the nest and something caught it. Finally the others flew 
away. 

2. — The pupils write the story from memory adding to or 
changing the story, to improve it or to express what they 
would like to say. 

3. — Reading and oral criticism. Exercise 4, Lesson I. 

4. — Criticism of written work. Exercise 5, Lesson I. 



The pupils give oral sentences, using correctly the words 
two, to, fore, read, their, 

too, four, red, there. 

Write the descriptive words in sentences. 

brown, wide-awake, sharp, cosy, 

pretty, slender, snug, downy. 

5. — Copy in books. 

LESSON XXI 



The Story of a Canary 
Follow the plan of Lesson XX. 



42 LANGUAGE LESSONS 

LESSON XXII 



Review 

Write the name and title of the Principal of the school. 
Of the Methodist minister. Of Gen. Grant. Of the Pres- 
ident. 

Eead the titles and tell how they are written. The given 
or Christian names. The abbreviations. The initials. 
The family or surnames. 



1. "Are you going home, Ella 1" said Miss May Davis. 

2. " Yes," replied Ella Gray. 

3. "Tell me your father's name," said May. 

4. Ella replied, "Mr. W. W. Gray." 

Give the reason for each capital and punctuation mark 
in these sentences. 

(15) Names, Initials, Titles of Office. 

Titles showing what persons do, or their office, are 
called titles of office. 

(16) The exact words of another repeated is a direct quo- 
tation. 

(17) The marks enclosing the quotations are qiiotatation 
marks. 

(18) Begin a direct quotation with a capital letter. 

(20) The names of God begin with a capital letter. 

(21) The words I and are always capital letters. 



FIFTH YEAR— First Term 



LESSON XXIII 



Reproduction — Directions 

1. Eead the story so as to produce an absorbing interest 
and perfect attention. 

2. The pupils are to give a good oral reproduction from 
one reading. 

Try again and again until each can tell a story readily and 
in good language. 

3. Let the pupils reproducing, stand before the class. 

4. Follow the order of the story. 

5. Require an easy, pleasant, conversational tone of voice. 

Freddy's First Composition 
Exercise 1 — (First day) 
Reading of the story by the teacher and oral reproduction 
by the different pupils of the class, meaning and spelling of 
difficult words. 

Story 

Once I lived in the city ; but now I live on a farm with 
Uncle Ed. A dog is of great use on a farm and that is why 
a boy likes him. 

A boy can do nothing on a farm without a dog. A dog 
will do almost all the work a boy has to do. 

Uncle Ed. says, " There Fred, the hens are scratching up 

those peas." I whistle for Skip, and say, "Sic 'em ! sic 

'em ! " and that is all I have to do. Skip drives the hens out 

of the garden. But this is not all a dog is good for. He is 

43 



44 LANGUAGE LESSONS 

good to bark at pedlers ; and he is good to run out and bark 
at wagons that pass by. 

A dog is good to howl all night when the moon shines. 
He is also good to bark at woodchuck holes. He will bark 
at one for an hour at a time. 

Every boy should have a dog to go with him for the cows ; 
for it is fine sport to see a dog run ahead and chase the chip- 
monks into their holes. A dog is good company. Uncle 
Ed. says a small dog is as active as a boy doing nothing. 

Lippincott's Third Reader. 
Exercise 2 — (Second day) 
Written reproduction from memory. 
The teacher retains the papers. 

Exercise 3 — (Third day) 
Eeading and oral criticism. Exercise 4, Lesson I. 

Exercise 4 — (Fourth day) 
Criticism of written work. Exercise 5, Lesson I. 



Dictate for pupils to write, sentences from the story and 
others, containing names, titles, abbreviations, quotations 
and the word I. 

The pupils will tell how each is written and why. 

Exercise 5 — (Fifth day) 
Final copy in books. Exercise G, Lesson I. 

Exercise G — (Sixth day) 
Dictate for pupils to write, or write — 

1. Now I live on a farm with Uncle Ed. 

2. Uncle Ed. says, " There, Fred, the hens are scratching up those 
peas." 

3. Uncle Ed. says that a small dog is spry. 

4. Mr. Ed. Winton is my nncle. 

Select the names. How many words in the first name ? 
What is the first word in the name Uncle Ed. ? Is Uncle 



FIFTH TEAR— FIRST TERM 45 

his Christian or his surname ? What is before the Christian 
name in the fourth sentence ? 

As the word uncle is used as a part of the name or as a 
title it is begun with a capital letter. 

Dictate: — 

1. I live with Cousin John. 

2. I live with Aunt Jane. 

3. I saw Cousin Henry, yesterday. 

4. I live with Uncle Ed. 

5. Aunt Mary gave me a knife. 

6. I am taller than Cousin Emma. 

7. "That is right," said Farmer John. 

The pupils write, giving reasons for each capital and 
period. 



LESSON XXIV 



A Divided Quotation 

Write the following sentences : — 

1. " No," said the crab, "this is the way." 

2. " There," said the wolf, " I am glad of it." 

<<. " Dear Mr. Wolf," said the lamb, " that cannot be." 
4. " Oh, mother," said the young mouse, " I have had such a 
fright." 

Read the quotations in sentence 1 . Read the words not included in 
the question. Where are these words as regards the question ? How 
is each part of the quotation written ? How is each part of the divided 
quotation written in the second sentence ? In the third '? In the fourth ? 
[22] Inclose each part of a divided quotation in quotation 
marks. 

Also teach : — 

[23] Place a comma between cacti part of a divided quota- 
tion and the dividing words. 



46 LANGUAGE LESSONS 

LESSON XXV 



Reproduction 
A short story of Third Reader grade from supplementary 
readers, children's magazines or papers . 
Observe plan of Lesson XXIII. 



Review divided quotations by writing dictated examples, 
explaining and giving reasons. 



LESSON XXVI 

A Fable 

Follow the general plan of Lesson XXIII. 
Outline V. 

1. Use a picture of the animals, if possible. Speak of the 

appearance, qualities or habits of the animals illus- 
trated in the story. 

2. Read the fable by paragraphs, calling for the mean- 

ing of difficult words. 

3. Call upon different pupils for lesson taught. 



The Hares 

1. In a forest, deep, shady, and still, there once lived a 
company of Hares. 

2. Whenever a leaf fell rustling to the ground, or a squirrel 
jumping in the branches broke a twig, the Hares started and 
trembled, they were so timid. 

3. One day there came a great wind rushing through the 
tops of the trees, with a roaring noise, and waving the branches 
back and forth. 



FIFTH TEAR-FIRST TERM 47 

4. It frightened the Hares so much that they all started to- 
gether, running as fast as they could to get out of the forest, 
which had been their homes. 

5. " What a sad state is ours," they said, " never to eat in 
comfort, to sleep always in fear, to be startled by a shadow, 
and fly with a beating heart at the rustling of the leaves. 
Better death, by far. Let us drown ourself in yonder lake." 

6. But when they came to the lake, it happened that there 
were scores of frogs sporting on the banks ; who, when they 
heard the sound of footsteps jumped into the water. 

7. The timid .Hares were startled by the splash ; but as 
they saw the frogs dive to the bottom of the lake, a wise old 
Hare said : " Stop a moment ! let us consider. Here are 
creatures that are more timid than we, — they are afraid even 
of us. It may not be as bad as we thought. Perhaps we 
have been foolish, as foolish as the frogs, who are alarmed 
when there is no danger. Let us make the best of our lot, 
and try to be brave in it." So back they went again into 
the forest. 

Tell me what a hare is. How docs lie look? Tell me about his size 
and strength. Where does lie generally live ? How does he behave 
when other animals are about ? 

Teacher reads first paragraph. 

Where are the hares? What is a forest ? What kind of a forest? 
What is a deep forest ? What is meant by a company of hares ? 

Read from the beginning. 

Read second paragraph. 

What is meant by started ''. timid ? 

Fifth paragraph, — comfort? startled? 

Sixth, — sporting ? 

Seventh, — considered? alarrm d .' 

Though the hares were timid at first, what were they trying to be at 
the close of the story ? 

What did they do to make themselves brave ? 

Spelling 

Oral reproduction by different members of the class. 



48 LANGUAGE LESSONS 

The teacher supplies the right word or the correct form as 
the pupil proceeds. 

2. — Pupils write from memory. 

3. — Beading and oral criticism. Exercise 4, Lesson I. 

4. — Criticism of written work. Exercise 5, Lesson I. 



LESSON XXVII 



The Lion and the Mouse — JEsop's Fables 
Follow plan of Lesson XXVI. 
Teach, from examples in the fable : 

[24] Begin the names of things personified with a capital 
letter. 



LESSON XXVIII 



Review 

Divided quotation. Names of things personified. 

Write the following, giving reasons for capitals and punc- 
tuation marks . 

1. " Yes/' said the boy, "so you say." 2. She answered, 
* ( Seven are we." 3. " Cease," exclaimed the Worm, " cease 
your complaints !" 4. "I am sorry for you," said the Fox. 
5. "Oh !" said the young Frogs, "it was a monster !" 6. 
*' Was the beast as big as this ? " she said. 7. " A great deal 
bigger," they answered. 8. "Ah, master," answered the 
dog, " it's all very well to laugh." 0. " Wait a moment," said 
the Partridge. 



LESSON XXIX 



The Grow and the Pitcher 
Follow plan of Lesson XXVI. 



FIFTH TEAR— FIRST TERM 49 

LESSON XXX 

Reproduction 
Follow the plan of Lessons XXIII and XXV. 



LESSON XXXI 



Names of Particular Times 

1. You know Sunday is the first day of the week. 

2. I shall have a present on Christmas. 

3. We have no school on Saturday. 

4. I went to church on Thanksgiving. 

5. Fire-crackers are best for the Fourth of July. 

6. Mary came in April. 

7. John will go home Tuesday, January 8th. 

8. Memorial day comes in May. 

In the second sentence, what words begin with capitals ? Of what 
is Christmas the name ? Of what other day ? Since it is the name of 
this day and no other, it is the name of a particular day. Find another 
word that is the name of a particular day. Another. Still another. 

Of what is January the name ? Find another. These particular 
days and particular months arc particular times. How are these names 
begun ? 

\25~\ Begin the names of particular times /''if!/ a capital 
letter. 

In the first sentence, of what is Sunday the name ? Of which day 
of the week ? Write in order the name of each day of the week. Oppo- 
site each name write its abbreviation. 

1st, Sunday. . . .Sun. 

2d, Monday Mon. 

3d, Tuesday.... Tues. 

4th, Wednesday. . . .Wed. 



50 LANGUAGE LESSONS 

5th, Thursday.... Thurs. 
6th, Friday.... Fri. 
7th, Saturday. . . .Sat. 

Give the reason for each capital and period. 
Which is the seventh day of the week ? The first ? The fourth 
The sixth ? The seventh ? 



Of what is January the name ? Which month ? Write in order the 
names of the days of the month. Opposite each name write its abbre- 
viation. 

1st, January Jan. 

2d, February Feb. 

3d, March Mar. 

4th, April Apr. 

5th, May .... . 

6th, June. . . . Jun., etc., etc., for each. 

Name the sixth month. The seventh. The first. The 
tenth. The eighth. 

At what time in the year does May come? Name the other spring- 
months. January? Maine the winter months. July'.' Name all the 
summer months. Name the autumn mouths. What one name do we 
give to winter, spring, summer and autumn ? 

Write the names of the seasons. How are they begun ? 

Spring, summer, autumn, winter. 



Write the names of all the holidays you can remember. How are 
they begun ? Why ? 



Review 

Dictate short sentences containing names of days of the 
week, month and the year. 
1. This is Wed., June 17th, 1891. 



FIFTH TEAR-FIRST TERM 51 

LESSON XXXII 



A Picture 
Follow the plan in Lesson XVI. 



Review names and dates. 

LESSON XXXIII 



Names of Particular Places 

1. Canton is ten miles from Potsdam. 

2. We pass through Philadelphia and Watertown in go- 
ing to New York. 

3. Boston is the capital of Massachusetts. 

4. Malone is in Franklin County. 

5. Norwood is in St. Lawrence County. 

Name the words that begin with capital letters. Of what are they 
the names ? Of what place is Boston the name ? Of what other place? 
So we say it is the name of a particular place, [lead all the words that 
are the names of particular places. How are they written ? 

[26] Begin the names of particular places with a capitaV 

letter. 

I want you to take a package to Anna Gray in Potsdam. Why can't 
you find her ? How shall I begin the name Elm St. ? Why ? 

What further direction would help you to find her? How shall I 
write No. 64 ? Why ? 

What shall I write on a package so that it will reach Grace Morgan 
by mail ? How must I begin her name ? The street she lives on ? 
The number of the house ? Why ? 

When we have put what you have told me on a package or letter, 
what do we say we have written '! The iiddress [26]. 

Each one writes his own address. 

Each writes his father's address. 



52 LANGUAGE LESSONS 

Each write s the address of a friend in a distant city or 
town. 

Give the reason for each capital and period. 

LESSON XXXIV 



A Picture 
Follow the general plan in Lesson XVI. 



LESSON XXXV 



1. Indians live on the St. Regis. 

2. The home of the Irish is Ireland. 

3. The English and French are not good friends. 

4. The Sj)aniards have black hair. 

5. The hair of the Negro is woolly. 

C. The Picts and the Scots fought with each other. 
Follow the plan of Lesson XXXIII. 

[37] Begin the name of a particular people with a capital 
letter. 

Summary 

(22) Inclose each part of a divided quotation in quotation 
marks. 

(23) Place a comma between each part of a divided quo- 
tation and the dividing words. 

(24) Begin the names of animals or things personified with 
a capital letter. 

(25) Begin the names of particular times with a capital 
letter. Dates. Days of tbe week. Days of the month. 
Seasons. Holidays. 

(2G) Begin the names of particular places with a capital 
•letter. Address. 

(27) Begin the name of a particular people with a capi- 
tal letter. 



FIFTH YEAR— Second Term 



LESSON XXXVI 



Keview by dictation the writing of names of persons, titles,. 
initials, and abbreviations. 

Birds 

In the following lessons, use for illustrations L. Prang and Co.'s 
Natural History Series, — Swimmers ; also Johnson's Natural History, 
Little Folks in Feathers and Fur, the Cyclopaedia, and the Classification 
of Birds in this Handbook. 



LESSON XXXVII 



(To teach the following, use pictures of land, water andJ 
aerial birds.) 

1. A bird has a covering of feathers. 2. A bird has four 
limbs ; the hind pair for walking and swimming and the 
others for flying. A bird has no teeth. 

1. Birds that usually live above the ground in tin- air or 
on trees are Aerial Birds. 

2. Birds that usually live on the ground are called Land 
Birds. 

3. Birds that usually live on or about the water are Aquatic 

Birds. 

53 



:o4 LANGUAGE LESSONS 

Make a list of the birds that habitually live on the ground ; 
on and about the water ; above the ground — in the air or on 
trees. 

Name the groups. Describe them. 



LESSON XXXVIII 



The Duck 

Outline VI. For Primary classes. 

1. Names, — bird, water-bird — bird, swimmer ; characteristics. 

2. Description, — (1) as a whole ; (2) of parts. 

3. Home, — climate, countries, haunts. 

4. Habits, — (1) food ; what, where and how obtained. (2) Nest, eggs, 
young ; (3) migratory or not ; (4) disposition — social, solitary, intelli- 
gent, destructive, harmless. 

o. Uses to man. 

The day before the lesson, assign to each division of the class one of 
.the topics in the outline to prepare for the following day. 

Observe the general plan of Lesson I. 
Teacher's /' 'reparation 

1. Find characteristics of swimmers and the duck family 
>in the Classification of Birds in this book. 

2. Examine the animal itself. 

3. Consult books of reference named at the beginning of 
this lesson. 

Exercise 1 — [First day] 

What animal is this ? Why do you think it is a bird ? See four 
reasons in lesson XXXVII. Why call it a water-bird ? See Lesson 
XXXVII. Look at the bird, tell me one thing that fits it for swim- 
ming. What fitness is there in webbed feet ? Name another thing that 
fits him for swimming. Why ? Still another. Why ? 

Measure the bird. Describe it. Describe the parts in order, begin- 
ning with the head. 

Where does the duck live ? Where have you seen him ? What 
climate is this ? Does he live in cold climates ? In hot climates ? 



FIFTH TEAR— SECOND TERM 55 

In what countries does he live ? To what places would you go to 
find ducks ? 

What is its food ? The tame duck ? The wild duck ? Where does 
he find it ? How is its bill formed for getting its food ? 

Describe its nest. Where is it built ? 

Describe the eggs. How many '! How long before they hatch ? 

Describe the ducklings. How many in a brood ? How many broods 
in a year ? Can they swim ? 

Where does the duck stay in the winter ? Do ducks live in flocks ? 

Do they harm anything ? Mention one interesting thing you have 
known a duck to do. 

Write the outline as far as given. 

Mention one thing a duck is good for. Another. 
Let each point be developed clearly and fully enough to be 
interesting and to give a pleasing effect. 

As each point in the outline is discussed, the teacher will 
correct mistakes, and give information that pupils have been 
unable to obtain. 

Exercise 2 — [Second day] 
The pupils will write from memory, observing the outline. 

Exercise 5 — [Third day] 
Reading and oral criticism. Exercise 4, Lesson I. 
Outline VII. Criticism. 

1. Order. Was the order of the lesson followed ? 

2. Exactness. Were the facts told correctly ? 

3. Completeness. Were all the facts fully told ? 

4. Language used. Were the thoughts expressed clearly, cor- 

rectly and in a pleasant manner ? 

Exercise 4 — [Fourth day] 
Examination of written work. Exercise 5. Lesson I. 
Outline VII, continued, 
a. General appearance. 

1. Neatness, 

2. Penmanship. 



56 LANGUAGE LESSONS 

b. Punctuation. 

c. Paragraphing and spelling. 

d. Construction of sentences. 

Show the class the neatest papers and the best penman- 
ship. 

5. Final copy in books. Exercise 6, Lesson I. (Fifth 
day.) 



Dictation, reviewing (13) and (25) 

Write as it should be written on an envelope, the address 
of Captain John Henry Willson, who lives on Franklin 
Street, at Number 29, Watertown, N. Y. 

Let each write the address of three persons living in dif- 
ferent towns or cities. 

Give in each case the reason for each capital and punctu- 
ation mark. 



LESSON XXXIX 



Duck Family 
The Goose and Swan 

Observe Outline VI, and compare the goose with the duck 
as to name, description, home, habits and uses. Bring out 
all points of interest. 

As a rule, the pupils will speak chiefly of the points of 
difference, in studying the remaining members of a family, 
to avoid a repetition of the first lesson. 

Some care will be necessary in order to avoid a repetition 
of words in making comparisons. 

In conducting the different exercises of this lesson, ob- 
serve the genera] plan of Lesson XXXVIII. 



FIFTH YEAR— SECOND TERM 57 

LESSON XL 



The Heron 
Observe the general plan of Lesson I and the special plan 
of Lesson XXXVIII. 



EXBKCISE 6 

Write in two columns, using an or a, the following woids : 
A duck, An eagle, 

A goose, An owl, 

A sparrow, An arithmetic, 

A geography, An apple, 

A book, An idea, 

A sister, An uncle, 

A brother, An aunt. 

Why did you not write a with words in the second column ? A?) in 
the first ? 

"With what letters do the words in the second list hegin ? Read them. 
What names do we give to the letters a, e, i, o, u ? With the words he- 
ginning with vowels, which word have we used ? When the word does 
not hegin with a vowel ? 

Name the vowels. How many ? 
With which do we use a ? An ? 

[28] Use an with tvords beginning with a vowel. 



LESSON XLI 



The Stork and the Crane 
Observe the general plan of Lesson I, and also the sug- 
gestions in Lesson XXXIX. 



Select the descriptive words. Write them in asking and 
exclaiming sentences. 



58 LANGUAGE LESSONS 

Give the reason for each capital and punctuation mark in 
the following : — 

1. "Are you coming, Fred ?" asked George. 

2. " Yes," said Fred, " if you will wait." 

3. Mary, close the door. 

4. " I have a knife, a pencil, a oomb and a top in my 
pocket," said the boy. 

Exeecise 6 
Write the following : — 

1. John's hat is torn. 

2. The boy's hat is torn. 

3. Mary's book is lost. 

4. The girl's book is lost. 

5. I see the driver's whip. 

6. The dog hurt the cow's foot. 

7. Fred's pocket is full. 
Using these examples, teach : — 

[29] Add the apostrophe (') and s to a name to shoiv pos- 
session. 



LESSON XLII 



A Reproduction 
Read for reproduction, a story of the Third Reader grade, 
from a supplementary reader or child's paper or magazine. 
Observe the plan of Lesson XXIII, also Outline VII. 



Dictation 

Tuesday, Jan. 6th, 1891. 
Miss Mary E. Shipnian, 

Please excuse Fred Ogden's absence 
Mon. A.M., Jan. 5th, on account of illness. 

Mrs. 0. W. Ogdex. 



FIFTH TEAR-SECOND TERM 
Give reason for each period and capital. 



LESSON XLIII 



The Gull 
Observe the plan of Lessons I and XXXVIII. 



1. I can't. 2. I'll try. 3. His pencil isn't sharp. 4. I've 
a sharp one. 5. He's coming soon. 6. Don't tell Mary. 
From the sentences above teach the following : — 
[30] Use an apostrophe to shoiv that a letter or letters are 
purposely omitted. 



LESSON XLIV 



The Stormy Petrel and the Albatros 
Observe plans of Lessons I and XXXIX. 



Dictation 
1. He's a good boy. 2. She's a tall girl. 3. They're good friends. 
4. There's the bell. 5. Doesn't John whistle nicely ? 6. I don't whistle. 
7. He doesn't see me. 8. You don't sing. 9. He doesn't sing. 10. 
I'll get the book. 11. You'll get the book. 12. He'll get the book. 
13. I'm coming. 14. You're coming. 15. He's coming. 



Lesson" XLV 
A Fable 
Observe the plan of Lesson XXVI, also Outline VII. 



SIXTH YEAR— First Quarter 

Work for the first quarter (five weeks): 

f . Reproductions from Six Popular Tales, — First and 

Second Series. — Henry Cabot Lodge. 
2. Study of Birds of Prey, — the Falcon, Vulture, and 
Owl families. 
[Grammar (live weeks): Simple sentence and kinds; nouns, adjectives 
and their uses]. 

Give special attention to : — 

(1) Forms of words, — correct grammatical forms. 

(2) Selection of words for fitness, variety and euphony. 

(3) Arrangement of words in sentences, 
(•f) Language forms or idioms. 

(5) Construction of sentences, — do they express the 
thought clearly, correctly and in a pleasing manner ? 



LESSON XLVI 



Jack and the Bean-stalk — First half 
Follow general plan of Lessons I, XXIII, XXVI ; also Out- 
line VII. 



LESSON XLVII 



Avoid unnecessary repetitions. 

Combine each of the following groups into one well- 
arranged sentence : 

1. Mary goes to school. Mary studies hard. Mary learns 
very fast. 



SIXTH TEAR-FIRST QUARTER 61 

1. Mary is a bright girl. Mary is a truthful girl. Mary 
is a little girl. 

1. When Mary is in school she studies. When Mary is at 
home she does not spend all of her time in play. 

1. Mary has a sister. Her sister's name is Bessie. Bessie 
is a sweet sister. She is a toddling, baby-sister. 

1. Mary loves Bessie very much. I guess Mary loves 
Bessie more than she loves anybody else. 

Dictate, the pupils writing the separate groups, and after- 
ward constructing the new sentences ; or write the sentences 
for the pupils to combine making a short story. 

Mary goes to school, studies hard, and learns very fast. 
She is a bright, truthful little girl. When she is at school 
she studies, and at home she does not spend all her time in 
play. 

Mary has a sweet, toddling baby-sister, named Bessie. 
She loves Bessie very much ; indeed, I think she loves her 
more than she does anybody else. 



LESSON XLVI1I 



Jack and the Bean-stalk— Last half 
Directions in Lesson XLVI. 
Exercise 0. Review [26], [27] and [28]. 



LESSON XLL\ 



The Eagle 

Outline VIII. 

I. Classification, — 1. Division, 2. Order, 3. Family, 4. Name. 

II. Description. 

1. General. — size, form, color, etc. 

2. Characteristic Parts. See Classification of Birds. 



62 LANGUAGE LESSONS 

III. Habitat. 

1. Zone, 2. Countries, 3. Haunts. 

IV. Habits. 

1. Migratory or not. 

2. Food, — what, where and when obtained. 

3. [Nest, eggs,] young ; what, when, where, etc. 

4. Disposition ; — Gregarious, social, solitary, intelligent, mis- 

chievous, destructive, harmless, fierce. 

V. Relations. 

1. Resemblance to other birds. 

2. Relation to other birds. 

3. Relations to man. (Uses.) 

4. Relations to the industries. 

VI. Kinds,— 1, 2, 3, etc. 

VII. A story or fable concerning it. 

For general plan, follow Lesson I ; special plan, XXXVIIL 



LLSSoN I. 



The Hawk and the Buzzard 
For special plan, Lessons XXXVIII and XX XIX. 
Teacher's preparation, Lesson XXXVIIL Outline VIII. 



LESSON LI 



Synthesis 
Combine each of the following groups into one icell arranged 
simple sentence. 

1. He was a most extraordinary looking little gentleman. He had a 
very large nose. It was slightly brass-colored. 

2. His eyes twinkled merrily. They were underneath long, silky 
eye lashes. 

3. His mustache curled around. It curled twice. It curled like a 
cork-screw. It curled on each side of the mouth. 



SIXTH TEAR-FIRST QUARTER 63 

4. He wore a cap. It was pointed. It was a conical cap. The cap 
had a black feather. The feather was three feet long. 

5. The mug was a very odd mug to look at. 

6. The handle was formed of two wreaths. They were of hair. The 
hair was flowing and golden. It was finely spun. It looked more like 
silk than metal. 

7. He saw the rocks. They were on the mountain tops. They were 
all crimson. They were all purple with the sunset. 

Otnit Lessons III, LIU, LI V and LYI, and teach in 
their places, during the remaining five weeks of the quarter, 
the sentence; also nouns and adjectives with their uses, as 
given on the third page in the Outline of Grammar. 



LESSON LII 

Reproduction 
Jack the Giant-Killer 

Directions in Lesson XLVI. Review [21] and [22]. 



Lessons LIII, LIV and LV. The Vulture family and The 
Owl. 

Lesson LVI, Cinderella. 



SIXTH YEAR— Second Quarter 



Work for the quarter : 

1. Narration, — outline. 

2. Reproduction from The Book of Tales. 

3. Birds — the Finches, Starlings and Crows. 

4. Word-study — Prime and Composite Words and Pre- 

fixes. 
Books of reference — Kennedy 's What Words Say, Stem 
Dictionary, Swinton's Word- Analysis, and the Dictionary. 



LESSON LVII 



Narration 

ei It is my Mother." — A gentleman tells us that, some 
years ago, being on the banks of the Kennebec Eiver, he saw 
an Indian coming across in his canoe. He had his family 
with him, consisting of his wife and a very aged woman, 
whom he had carefully covered with a blanket. His name 
was Quenockross ; he had been wounded in battle, and was 
lame in one of his feet. 

When he reached the shore, he kindled a fire, and then 
took the aged woman out of the canoe in his arms, and laid 
her down very tenderly by it. He then cooked some food 
and gave it to her to eat, while he and his wife waited until 
she had done eating. Seeing the gentleman observe him 
very attentively, he pointed to the aged woman, and in a 
tone that showed he felt it an honor to be thus attentive to 
her, he said, " It is my mother." 
64 



SIXTH YEAR— SECOND QUARTER 65 

Read the story. What do the words "Some years ago," express ? 
The words " on the banks of the Kennebec" ? Who, or what people, 
are mentioned ? What occurred ? How did the incident occur ? Give 
answers from the story and obtain — 
Outline IX, Narration of Incident. 

1. AVhen, — "Some years ago." Speak of different ways of expres- 
sing the time. 

2. Where, — " On the banks of the Kennebec." 

3. Who, or what persons are mentioned ? 

4. What occurred ? 

5. How did the incident occur ? 

Obtain in each case the answers from the story, and write the outline 
upon the board. 

II. 

Read for reproduction, a longer story ; analyze it as in the 
last exercise. In other respects, follow the plan of Lesson 
XXIII. 



LESSON LVIII 



The Heroic Serf 
Observe the general plan of Lessons XXIII and XXVI ; 
also Outline IX, and for criticism, Outline VII. 
Exercise G, Reviewing [29] 

1. His master's wish. 1. The — song. 

2. The child's cries. 2. The— track. 

3. The wolf's howl. 3. The— light. 

4. The girl's question. 4. The — knife. 

5. The serf's death. 5. The — dinner. 

6. John's absence. 6. The — cradle. 

7. My cousin's letter. 

Give the reasons for capital letters and the apostrophe. 
Fill the blanks in the second column with names showing 
possession. 

Outline X. 



66 LANGUAGE LESSONS 

Suggestions for the reading, oral reproduction, analysis- 
and written reproduction of selections. 

Direction will be taken from this outline in adapting the 
requirements for reproductions, to the sixth, seventh and 
eighth grades. 

1 . To direct the observation of pupils during the reading, require them — 

(1) To be able to reproduce the story from one reading, or 

(2) To be able to mention any [at least one] pleasing expression, 

word or circumstance ; 

(3) To be able to mention descriptive words, [the figures, when 

they have had them], the order, or arrangement. 

2. Reading. 

(1) Read, so as to produce an absorbing interest. 

(2) Read with few interruptions that the selection may be judged 

as a whole, as well as in parts. 

(3) Require definitions or equivalent expressions for words select- 

ed for that purpose. 

(4) Call their attention to any special point or points that may 

have occurred to the teacher while preparing the lesson. 

3. Reproduce, as a whole, either by — 

(1) One pupil, or 

(2) Several pupils taking part. 

(3) As far as possible, each pupil should have the benefit of the 

oral reproduction. 

(4) Give special care to the language used, — choice of words, 

correctness, sustained and pleasing expression. 

(5) Every exercise and requirement of the class should stimulate- 

in the pupils a desire to excel. 

(6) Commend freely and judiciously. 

(7) Aid wisely. 

4. Analysis of Selections. 

(1) When the incident occurred. 

a. Is the time mentioned ? 

b. Can it be inferred ? 

c. Let the pupils suppose a time. 

1. Various ways of expressing the time. 

2. The most pleasing way. 

3. Each choosing his own way. 

(2) Where it occurred. Treat 2 like 1. 



SIXTH TEAR— SECOND QUARTER 6T 

(3) Who were concerned ? 

a. Name the parties. [Spell the names.] 

b. Describe each [or one.] 

c. Notice descriptive words, 

d. pleasing or happy expressions. 

(4) What occurred. 

Observe the expressions used. 

(5) The manner of the occurrence. 

Observe the expressions used. 

5. Select and spell words to be used in the written reproduction. 

6. The directions for the written reproductions may be varied accord- 
lg to the grade or special needs of the class as follows: — 

(1) Reproduce without change ; i. e., observing the order and 

words of the selection as accurately as possible. 

(2) Reproduce, making changes to please the writer. 

(3) Assign the title, and pupils change all the parts of the story. 

(4) Observe a special order, avoiding the language of the book ; 

observe the proper proportion of parts, and tell the story 
fully enough to give a pleasing effect. 

(5) Observe a special order, or the order of events, and write an 

introduction. 

(6) Same as (5) and, in addition, write a conclusion. 

(7) Vary by direct narration. [After this is taught.], 

(8) By inversion. 

(9) By exclamation. 

(10) By interrogation. 

(11) By using the passive form. 

(12) By the use of participles and infinitives. 

(13) By making special description of persons or things. 

(14) By introducing figures,— simile, metaphor, personification. 

(When these have been taught). 

(15) By writing in the form of biography, auto -biography, alle- 

gory, parable or fable. 



LESSON LIX 



The lung and the Locusts 
Follow the general plan of Lessons I and XXI1L 



68 



LANGUAGE LESSONS 



Outline from X. 



Written, 



(1), (2), (4). 

(1), (2), (3). 

(1), (2), (3), (4), (5), (6), (7). 

(1), (2), (3), (4), (5). 

(3). Oral 6. (2). 



LESSOX LX 



The Sparrow 
Observe the general plan of Lesson XXXVIII. Outline 
VIII. 



LESSOX LX] 



Review [29] 



LESSOX LXII 



The Formation of Words 
1. According to their formation words are of two kinds : 
(1) A word that expresses more than one idea and can be 
separated into simpler parts is a composite word ; as, watch- 
key, re-view. (2) A word that expresses but one idea and 
that cannot be separated into simpler parts, is a prime word ; 
•as, boy, sea, I, go. 

II 

Tell whether the following are prime or composite words : 
workman, wash, lovely, love, childhood, enrich, kingdom, 
music, musician, glad, footsteps, music-teacher, school, fire, 
manly, milkmaid, sailor, steamboat, hilly, coachman, warm, 



SIXTH TEAR— SECOND QUAR TER 69 

sign-post, friend, friendly, young, friendship, gardener, class- 
mate, trustworthy, grammarian, foretell, biped, centipede. 
Ill 

2. The parts which form a composite word are its ele- 
ments : (1) An element used at the beginning of a word to 
express a modifying idea is a prefix ; as, re-turn. (2) An 
element used at the end of a word to express a modifying 
idea, is a suffix ; as, teach-er, dvunk-ard. (3) Prime word* ; 
as, ink-well, whale-bone. (4) An element used only in 
forming composite words, but still having all the properties 
of a word is a stem; as, graph-ic, auto-graph. 

These elements, found chiefly in the Latin and Greek, are 
called stems because they are the parts of words to which 
other parts (inflections) are added as branches are attached 
to the stem of a tree. 

IV 

From the words in II, and also from the following, let 
pupils select prefixes, suffixes, stems, prime and composite 
words and give the definitions of each : actor, inaction, act,, 
apt, aptness, aptly, agriculture, floriculture, horticulture, 
grammar, programme, monogram, diagram. 

V 

3. The principal element of a composite word is the base ; 
it may be a word or a stem ; as, yvntev -wheel, mis-take, pro- 
gramme. 

4. That part of a composite word that modifies the mean- 
ing of the base is an adjunct ; it may be a word, as, in k-weU ; 
a prefix, as, mis-take ; a suffix, as, ho-pe-ful. 

5. A composite word is compound when its elements are 
words; as, black-birds, mountain-top, midship-man. 

6. When the base is a word and the adjunct a prefix or a 
suffix, the word formed is a derivative word ; as, int-truth,. 
teacli-er. 

For drill, give lists of words to be treated as in II and IV.. 



.70 LANGUAGE LESSONS 

VI 

Defer the following to another grade : 

7. A composite word is a stem-compound when its elements 
are stems ; as, auto-graph, quadru-ped. 

8. When the base is a stem, and the adjunct is either a 
prefix or a suffix, the word is a stem-derivative ; as pro- 
gramme, gramm-ar, monogram. 

VII 

From the examples given, obtain the definitions of prefixes 
•as in III. Require pupils to bring to class lists of nouns 
formed by using these prefixes. 

Classify and analyze the words thus formed giving, (1) 
kind of word as a whole ; (2) the elements and their mean- 
ing ; (3) the meaning of the whole word. 
VIII 

Form nouns by using prefixes with the following words : 
part, chance, calculation, truth, statement, arm, understand- 
ing, truthfulness, manliness, conduct, head, top, know, part. 
IX 

Analyze the following words as directed in VII : miscall, 
unkind, foretaste, misbehavior, foreknowledge, unwise, mis- 
trust, fore-leg. 

Outline of Word-study for the quarter. 

English Prefixes 
Use the following prefixes to form nouns : 

1. Fore, — before ; as, fore-runner, fore-sight. 

2. Mis, — wrong ; as, mis-conduct, mis-understanding. 
■ 3. Un, — not ; as, un-truth, un-rest. 

4. Under, — beneath; as, under-officer, under-current. 
Use the following prefixes to form adjectives : 

1. For,— privation or opposition ; for-bidden, for-saken. 

2. Un, — not ; un-kind, un-just, un-wise. 

3. Mis, — wrong ; mis-spoken, mis-guided, mis-sent. 



SIXTH YEAR— SECOND QUARTER 

Suffixes 
Use the following suffixes to form nouns : 

1. Ar, ard, — one '.who ; begg-ar, schol-ar, slugg-ard. 

2. Born.,— state of being, place where ; free-dom, king-dom. 

3. Er, — one who ; buy-er, teach-er, build-er. 

4. Hood, — state of; boy-hood, knight-hood. 

5. Ing, — action ; writ-ing, hear-ing. 

6. Ness, — state of being ; bold-ness, fond-ness. 

7. Ship, — office of, state of; clerk-ship, friend-ship. 
S. Ster, — one who ; game-ster, young-ster, spin-ster. 



SIXTH YEAR— Third Quarter 



Work for the third quarter (five weeks) : 

1. Narratives from pictures. 

2. Study of animals from the orders Quadrumana and 
Carnivora. 

3. Selections for reproduction from Sheldon & Co.'s Fourth 
Header. 

Grammar. — Verb, verbal words and adverbs. See outline of Grammar. 



LESSON LXIII 

Synthesis 
The teacher loill dictate while the children write the short 
sentences, afterward combining each group into one well 
arranged simple sentence. 

1. It was a cliest. It was bilge. It was square. It was iron bound. 
It was oaken. It was big enough for four children to play at hide-and- 
seek in. 

2. John Hull dressed himself in a coat. It was plum-colored. He 
wore it on the wedding day. The buttons were made of pine-tree 
shillings. 

3. Once there was a quarrel. It was between the eyes and noes. It 
was about the ownership of the spectacles. 

4. A king reigned over Persia. He reigned once upon a time. He 
was a mighty king. His name was Xerxes. 

5. A lion was surrounded by some mice. It was while he was sleep- 
ing. He was sleeping quietly. 

6. One mouse jumped up on his body. He was a bold mouse. He 
was a young mouse. The mouse scampered across his face. 

72 



SIXTH TEAR— THIRD QUARTER 73 

LESSON LXIV 



Narrative from a Picture 

1. Recall and write on the board, Outline IX. 

2. The teacher will recall and observe in giving the lesson, 
Outline X, 4 including (1), (2), (3), (4) and (5). 

3. As an illustration, a short story is obtained and written 
in class, from the following picture. 




1. This morning 

2. in class, 

3. the teacher 

4. showed us the picture of a hen making a journey in a 
very unusual manner. The story is said to be a true one. 

A mother-duck with her little ones was looking for tad- 
poles, among the flags along the shore of the pond, when a 
crazy old hen suddenly alighted on her back. This frightened 
the duck-family so much that they all started in haste for 
the opposite shore. I judge that the youngsters of the family 
intend to win the race, as each seems to be putting his best 
foot forward. 



74 LANGUAGE LESSONS 

The passenger does not seem at ease in her mind in regard 
to this undertaking. Indeed, she seems to be expecting that 
the duck will suddenly disappear for another tadpole. 

In the remaining exercises, follow the general plan of 
Lesson XXIII. In writing, the pupils are at liberty to im- 
prove the^story by making changes in the parts, provided 
they still include the five points given in the outline. 



LESSON LXV 

[Use for this lesson, a picture showing several kinds of 
squirrels sporting in the trees, to suggest the ideas required 
for the story.] 

Observe the general plan of Lesson XXIII, also' Lesson 
LXIV; Outlines IX and X, 4, (1), (2), (3), (4), and (5). 
Mr. and Mr*. Gray Squirrel's Party 
Exercise 1 
What is the first point in a narrative ? What do you think would be 
the best time in all the year tor squirrels to have a party ? etc.. etc. 
Obtain something like the following, which is meant to be merely 
suggestive : 

1. When. (1) It was at the full moon. (2) It was in 
October, when the acorns and beech-nuts were ripe. (3) It 
was when there were many bright leaves in the forest. 

2. Where. (1) In a grove beyond the meadow. (2) In the 
oak tree where the biggest acorns grow, with fine places for 
a swing and a see-saw. 

3. TT7*o. Mr. Eed Squirrel and Miss Chipmonk came 
early. Then came Mr. and Mrs. Black Squirrel, Mr. Flying 
Squirrel ; indeed, it seemed to be a kind of family party. 

4. What occurred, and, 

5. How the incident occurred. 



SIXTH YEAR—THIBD QUARTER 75 

(1) They climbed to the top of the large beech tree, where 
Mr. Gray Squirrel spent his mornings in making provisions 
for his fine family. (2) They saw the store-house with 
beech-nuts, acorns, and a few fine walnuts. (3) They visited 
the nursery where the baby-squirrels were rocked to sleep. 
(4) Mr. Flying Squirrel gave an exhibition of his skill, as 
they were leaving the beech tree. (5) The refreshments 
were choice. (6) The guests were delighted. They went 
home before the first song of the thrush. 

Some pupils may wish to tell stories of their own. Each 
pupil may write his own story, or the story given in class, as 
the teacher decides, making any changes he likes provided 
they improve the story. 

After this suggestive lesson, the pupils write their exercises 
during the class, or afterward, as the teacher may decide. 
Observe the general plan of Lesson XXIII. 

In criticising the story, in addition to Outline VII, observe 
Outline XI. 

1. Probability or improbability of the story. 

2. The use made of the picture and its suggestions. 

3. Originality of the story. 

4. Point of the story. 

5. Symmetry or proportion of parts. 

6. Interest of the story. 



LESSON LXVI 



A Picture 
Observe the same plan as in Lesson LXV. 

I 
After some practice, give each pupil a picture from which 
to write a story for next recitation. 



76 LANGUAGE LESSONS 

II 

Use one or several pictures. Each pupil will construct a 
story to be given orally at the next recitation. 
Ill 
From one picture, the pupils will write, impromptu, a 
story complete, to be read during the last half of the recita- 
tion hour. 

IV 

The teachers will readily invent other ways of using pic- 
tures for class exercises. 



LESSON LXVII 



The Ape 

See Lesson XXXVIII ; see Outline VIII. 

Omit Lessons L XVIII, LXIX, LXX, and teach in their 
place verbs, verbal words and adverbs, as found on p>ciges three 
and four in Outline of Grammar. 

Lesson LXVIII, The Monkey ; Lesson LXIX, a reproduc- 
tion ; Lesson LXX, a picture, observing the directions in 
previous lessons. 



SIXTH YEAR— Fourth Quarter 

The work of the fourth quarter : — 

1. Narratives — real incidents. 

2. Study of the Dog and Cat family. 

3. Selections for reproduction — stories of Fourth Reader 

grade. 

4. Word-study — English suffixes. 



LESSON LXXI 



Narrative from an incident in the child's experience. 
Outline IX ; also Outline X, 4, (1) (2) (3) (4) (5). 



Exercise 1 
The Broken Window 

1. Last night, after school 

2. just in front of the Intermediate Department, 

3. Arthur Jones 

4. accidentally broke a window in the basement of the 

school-building. 

5. He threw the ball, and in some way, I could hardly tell 

how, it went through the window, making a hole 
just the size of the ball. He looked very much as- 
tonished when he heard the rattling of broken glass, 
and saw the ball disappear through the window. 

For the remaining exercises, observe Lesson LXIV, also 
in criticism, Outlines VII and XI, 4, 5 and 6. 

77 



78 LANGUAGE LESSONS 

LESSON LXXII 



An Incident at the Fair — [A true story} 
See Lessons LXIV and LXXI. Outline IX. Each 
pupil chooses his own subject. 



LESSON LXXIII 



A Journey 
Observe the plan of the last lesson. 



Lesson LXXIV, The Wolf; Lesson LXXV, J)ogs. Fol- 
low the plan of Lesson X X XIX. 



LESSON LXXVI 



A True Story — Impromptu 
The pupils may write from the subjects, Fishing or a Pic- 
nic, using in their story the following words : several, mead- 
ows, party, happily, sunset, delightful, pool, sparkling, 
swimming, noisy, musical, northward. 



LESSON LXXVII 



Do not put into the same sentence thoughts that have no 
relation. Correct the following : 

1. The horse is a noble animal and his shoes are made of 
iron. 2. The horse has a long, flowing tail and a mouth full 
of teeth. 3. He eats grass and grain and has a glossy coat. 
4. The sparrow is a small bird and lives in this climate all 
winter. 5. The small boy drums on all kinds of instruments, 
chews gum, and generally forgets to do an errand. C. 



SIXTH YEAR-FO URTH Q TJARTER 79 

Geography is a very good study but I like recess. 7. I like 
pets, but a dog is good for nothing after he is six years old. 



Observe the plan of Lessons L XI I and GXXI. 

English Suffixes 
Use the following in forming nouns : 
Diminutives 

1. En ; maid-en, kitt-en. 

2. Ie; bird-ic, dog-g-ie, Will-ie. 

3. Iiv] ; as, farfch-ing (from fourth), tith-ing (from tenth). 

4. Kin; as, bump-kin, lamb-kin, nap-kin. 

5. Ling ; as, dar-ling, duck-ling, gos-ling. 

6. Ock ; as, bull-ock, hill-ock. 

Use the following in forming adjectives : 

1. En=m&de of; as wood-en, hemp-en. 

2. Fold, denoting multiplication; as two-fold, mani-f old . 

3. Ful=fn\\of ; as, hate-ful, will-ful. 

4. Ish, signifying somewhat, belonging to, like; black-ish, Spanish. 
fool-ish. 

1. £ess=without ; as art-less, fruit-less. This suffix lias no connection 
with the comparative of little. 

2. Like=\ika ; as, child-like, war-like. 

3. Zy=like ; as, man-ly, sick-ly. 

4. ^'///^'=like, partaking (if a certain quality ; as glad-some, loath- 
some. This suffix has a corrupt form in buxom, flotsam, jetsam. 



Omit Lessons LXXIX, LXXX, LXXXI, LXXXI I, 
LXA'XIII, and teach in place of them English prefixes and 
suffixes. 

Lesson LX XVIII, A Review of Capitals; Lesson LXXIX, 
A Visit to Some Place of Interest ; Lesson LXXX, A Picture ; 
LXXXI, An Exercise in Synthesis. Observe the plan of 
previous lessons. 

Lesson LXXXIL The Tiger ; Lesson LXXXIII, A Repro- 
duction ; for the former, see Lesson XXXVIII, outline VIII ; 
for the latter, Lessons XXIII, LIX. 



SEVENTH YEAR— First Quarter 

Work for the first quarter (five weeks): 

1. Letter-writing — Letters of Friendship. 

2. Eeproductions from Letters from a Cat. — Helen Hunt. 

3. Word-study. 

[Grammar (five weeks): Preposition, prepositional phrase, conjunc- 
tion and interjection.] 

Letter-Writing 

For reference, use Townsend's Analysis of Letter Writing, 
or other books on the subject. 

Kinds of Letters 
Among social letters, may be mentioned letters of friend- 
ship, of invitation, of acceptance, of regret, and of introduc- 
tion. Common among letters for business purposes, are 
letters of application, of recommendation, of resignation, 
notes, orders for money or merchandise, bills and receipts. 
The Parts of a Letter 

I. The Heading, which gives the place and date of writing, 
consists of five items : Town or city, county. State, month,, 
day, and year. 

Teach the facts in regard to each, together with their 
position on the page and the capitals and the punctuation 
marks used. 

II. The Address, which consists of the name and title of 
the person or firm to whom the letter is written, and some- 
times the residence or place of business. 

Teach the writing of titles of office, of honor, and of respect 
with their abbreviations ; also titles that follow the name. 
Teach also the arrangement and position of the items, with 
capitals and punctuation marks. 



SEVENTH YEAR— FIRST QUARTER 81 

III. The Salutation is a courteous or affectionate greeting, 
introducing the body of the letter. Teach the customary 
forms, both familiar and formal, the position and punctua- 
tion. 

IV. The Body of the letter is the message itself, or what 
we have to say. Teach something of its contents, position 
and form. Mention some things that should not appear in 
the body of a letter. 

V. The Complimentary Close is a courteous expression of 
respect or affection following the body of the letter. 

Teach the customary forms, familiar and formal, position 
and punctuation. 

VI. The Signature is the name of the writer of the letter. 
Teach the position and writing of name and title. 

1. Teach the propriety, position and correct writing of the 
address at the end of the letter. 

2. Margins. 

a. Upper margin, one inch and a half in width. 

b. Left margin, one-half an inch in width. 

c. Paragraph margin, — one inch in width. 
co. Double the paragraph margin. 

3. Folding. Teach the folding of note-sheet and letter- 
sheet. 

4. The Superscription, or address upon the envelope. 
Teach what it should contain, the position and arrangement 

of items, capitals and punctuation. Stamp. 



LESSON LXXXIV 



Letter-Forms 
As models to be studied in class, use letters carefully 
written. Apply the knowledge the pupils already have of 
the writing of dates and addresses. Use also a diagram of 
a letter-sheet upon the board. 



82 LANGUAGE LESSONS 

Exercise 1 

"What is the first thing you find written in the letter ? What is the 
address of the writer ? What is the date of writing ? Which is written 
first ? How many items in the address of the writer ? How many in 
the date ? On how many lines are they written ? How far from the 
upper edge ? How far from the left edge ? This group of items is 
called the heading. 

How do we punctuate the heading '? Give reason for each capital 
and punctuation mark in the heading of the letter. 

In a similar manner obtain the five parts of the letter, — 
heading, address, salutation, body and superscription — writ- 
ing and punctuating all except the body, for which use dotted 
lines. 

On the board or on paper, the pupils will repeat this lesson, 
spacing, punctuating and capitalizing the five parts of a let- 
ter in which the heading, address and superscription, each 
requires but two lines. The pupils will give reasons for 
spacing, capitals and marks used. 

Assign the same to be prepared on paper for the second day, 
and brought to the class unfolded. 

Exercise 2 

Criticise the work brought in. Review all points taught 
the previous day, by requiring reasons in each case for spacing, 
capitals and punctuation. Teach the folding and superscrip- 
tion. 

Assign a form to be prepared on letter-sheet containing 
the five parts of the letter, using dotted lines for the body. 
Fold, enclose in envelope, and superscribe. 

Exercise 3 

Proceed as in Exercise 2. Afterward, if the pupils are 
thorough in the work already done, read the following let- 
ter for reproduction : — 



SEVENTH YEAR— FIRST QUARTER 83 

(Near) Malone, Franklin Co.,N. Y., } 
Tuesday, July 14, 1890. J 

Dear Cousin Frank, 

We did not reach Uncle Henry's until five o'clock 
on Thursday — too late to see anything but the boat and the lake. The 
boat is a beauty, and is so light I am sure I could row it, if papa would 
only let me try. There is plenty of fun on the lake shore and the fish- 
ing is fine, though I haven't caught a fish yet. Papa says I will have 
better luck to-morrow. 

Rover weighs seventy-five pounds this summer, and his fur is as 
black and glossy as Jocko's. He will draw Fred and his cart almost as 
well as a pony. Sometimes he gets too lazy to play and will lie right 
down in the harness, and nothing will make him stir but a promise of 
something to eat. Fred generally carries a crust, or something in his 
pocket to use as an inducement, since whipping him does no good. 
I shall expect you early on Saturday. 

Your loving cousin, 

George Sanderson. 
Master Frank Thomas, 
Ogdensburg, N. Y. 



Exercise 4 
Proceed as in Exercise 2. Read. Observe in criticism 
Outline VII, and as much of Outline XI as will apply. Pupils 
need not copy in books. 



LESSON LXXXV 



Each pupil will write to a friend an account of a real visit 
he has made, observing all that has been taught. 

Some incidents of these visits may be related orally, in 
order to determine what will be of sufficient interest to become 
a part of the letter, as well as what should be omitted. 

2. — Reading and oral criticism, Exercise 4, Lesson I. 
Lesson LXV. 

3. — Criticism of written work. Exercise 5, Lesson I. 

4. — Copy in composition books. 



84 LANGUAGE LESSONS 

LESSON LXXXVI 



Reproduction 
Letter I, from Letters from a Cat. 
Ex. 1. — Reading and oral reproduction. Lessons XXIII 
and LIX. 
2. — Writing from memory. Lessons LXIV and LXV. 
3. — Reading and oral criticism. Lesson LXV. 
4. — Criticism of written work. Outline VII, Lesson 

I, Exercise 5. 
5. — Copy in composition books. 



LESSON LXXXVI I 



Write a real letter to a sick school-mate, expressing sym- 
pathy, kind remembrance and telling what has been done in 
class, or in school during his absence. 



LESSON LXXXVIII 
Reproduction from Letters from a Cat. 



LESSON LXXXIX 



Write a real letter to a real friend, whom each pupil may 
select, narrating something of interest. See Lessons LXXI 
and LXXII. 



LESSON XC 

Write a letter from some distant city you are visiting, to 
a relative, describing real places of interest, and giving your 
own experience. 



SEVENTH YEAR— FIRST QUARTER 85 

LESSON XCI 



"Write a letter from a dog to his master, telling things you 
feel sure a dog would like to say. 

Wo rd-stu cly — Suffixes 
For suggestions in teaching, see Lesson LXII. 
Use the following suffixes in forming nouns : 

1. Ee, one wJio, or one to whom; as, absentee, trust-ee. 

2. Eer, ier, one who ; as, auction-eer, mountain-eer. 

3. Er, one who ; as, build-er, buy-er. 

Use the following in forming adjectives : 

1. Teen, ty, ten ; twen-ty, eigh-teen. 

2. Isb, like; as, knavish, churl-ish. 

3. Ward, in the dirction of; as, east-ward. 

Use the follow prefixes to form verbs : 

1. Fore, before ; as, fore-tell, fore-see. 

2. Mis, wrong ; mis-call, mis-state. 

3. Un, to reverse the act of; as, un-chain, un-bind. 

4. With, from, against ; as, with-draw with-stand. 



SEVENTH YEAR— Second Quarter 



"Work for the quarter (five weeks) : 

1. Reproduction of narrative and descriptive poems. 

2. Subjects from the vegetable kingdom, — the most com- 
mon flowers. 

3. Word-study. 

[Grammar (five weeks): Noun and personal pronouns to gender. All 
rules for the formation of plurals.] 



LESSON XCII 



Poem — Somebody's Mo titer 
Observe the plan of Lesson LL\ ; also outlines IX and X. 
Describe the persons mentioned in the poem. Write the 
nouns denoting possession and the quotation. 

Exercise 6 
Synthesis 

Combine the following groups into well arranged simple 
sentences. 

1. It was on the edge of the grove. Seth Clark was cutting timber. 
It was near his log-hut. 

2. He looked up. He heard the barking of the dogs. He saw the 
beautiful fawn. She was running toward him. 

3. I saw the boys of a school. They were playing their game of 
ball. It was noonday. I passed through a small village. 

4. The elm tree's leaves turn to a sober brown. They turn in the 
autumn. They are touched here and there with a bright, golden yellow. 

5. Its flowers are very tiny. They are of a yellowish hue. They 
come out in small clusters on the sides of the twigs. 

86 



SEVENTH YEAR— SECOND QUARTER 87 

6. There stood a Christmas tree. It was bright with its lighted 
tapers. Every limb was loaded down with its burden of toys and 
candies. 

Other poems for reproduction; Sheridan's Eide, The Bat- 
tle of Blenheim, The Romance of the Swan's Nest, or other 
narrative poems from Readers or children's magazines. 



LESSON XCIII 



The Daisy 
The language and mythology of many flowers will be 
found in the Poetry of Flowers published by J. B. Alden. 
Outline XII. 

1. Description, — botanical characteristics. (Not too minute). 

2. Symbol or Language. 

3. Habitat,— climate, countries, haunts. 

4. History. 

5. Distribution. 
G. Cultivation. 

7. Commercial Value. 

8. Uses. 

9. Quotation ; — the commonesl or most beautiful quotation, poem or 
fable concerning it. 

The topics in the outline may be assigned to different 
divisions of the class to look up, and the lesson may be con- 
ducted in a manner similar to Lesson XXXVIII. 

1. Obtain the description from the plant. 

2. Language — innocence and hope. 

3. It is found in temperate climates, in both Europe and 
America. The wild varieties sprinkle field and way side, 
seeming to be favorites of nature as well as of the artist. 

4. Next to the rose, the daisy seems to have received the 
most attention from the poets, yet little is known of its 
history. 



88 LANGUAGE LESSONS 

6. They are cultivated for their beauty. 

9. Chaucer, the earliest of English poets, speaks of it as 
the " e'e of daie." 

According to fable, this little flower owes its origin to 
Belides, one of the dryades, the nymph who presided over 
woodlands. It is said that this nymph, while dancing with 
her favorite suitor, attracted the attention of Vertumnus, 
the guardian deity of orchards. To shelter her from his 
pursuit, she was transformed into the daisy, or day's eye, as 
our old poets called it — the flower of faithful love, which 
opens and closes with the sun. 

Margaret of Anjou chose it as her device, and when she 
reigned a beauty and queen, the nobles of England wore 
wreaths of it, or had it embroidered on their robes. 

The Scotch poet, Robert Burns, wrote one of his most 
beautiful poems to a Mountain Daisy. 

"Wee, modest, crimson-tipped flower, 
Thoirs met me in an evil hour, 
For I maun crushed amang the stoure (stones) 

Thy slender stem ; 
To spare thee now is past my power, 

Thou bonnie gem." 

For remaining exercises, see Lesson LXXXVI. 



LESSON XCIV 



Use correctly in sentences the following adjectives: smooth, 
sweet, sharp, narrow, distinct, clear, wise, rapid, direct, 
quick, slow, swift. 

Example. The child's voice is low and clear. 
Change the adjectives to adverbs and use in sentences. 
Example. She reads smoothly and distinctly. 



SEVENTH TEAR— SECOND QUARTER 
LESSON XCV 



Apple-Mossoms 
Observe the same plan as in Lesson XCIII. 
Similar lessons may be given on the Violet, Narcissus, 
Lilac, etc. 



LESSON XCVI 



A School-boy's Holiday — ( Time 20 minutes) 

Use in the story the following words: — 

Saturday, wisely, rain, distinctly, school, talking, enter- 
taining, sunshine, quickly, visiting, listening, balloon. 

In writing, observe Outline IX. For general plan, see 
Lesson LXXI. 



LESSON XCVII 



A Picture 
Follow the plan of Lessons LXV and LXVI. 



Subjects for other compositions, — My last Birthday, Sat- 
urdays. 

Word-study — Suffixes 
Use the following suffixes in forming nouns : 

1. Age, act, condition, collection of ; as, cour-age, hom-age, foli-age. 

2. Ance, ancy, state or quality of being ; as, abund-ance, const -ancy. 

3. Euce, ency, state or quality of being ; as, indulg-ence, consist-eocy. 

4. Ice, that which; as, just-ice, mal-ice. 

5. Ment, state of being, that which ; as, excite-ment, command-ment. 



90 LANGUAGE LESSONS 

6. Merit, instrument ; as, docu-ment 

7. Mony, state of , that which ; as, acri-mony, testi-mouy. 

8. Ion, act of, state of being ; as, redempt-ion, act-ion, evas-ion. 

9. Tude, condition; forti-tude, grati-tude. 

10. Ure, eur, state of , that which; as, grand-eur, creat-ure. 
Suffixes that denote one wlio performs an act : 

11. Ant or ent ; as, assist-ant, stud-ent. 

12. Ary ; as, secret-ary, advers-ary. 

13. Ate ; as, advoc-ate, cur-ate. 

14. 1st ; as, evangel-ist, theor-ist. 

15. Or or er ; as, success-or, preach-er. 

16. Trix, a female agent ; as, execu-trix. 



For suggestions as to method and books of reference, 
Sixth Year, second quarter. 



SEVENTH YEAR— Third Quarter 



Work for the quarter (five weeks) : 

1. Letter-writing, — Business forms, Invitations, etc. 

2. Vegetable kingdom, — Coffee, Hemp. 

3. Reproductions from Heroic Deeds. 

4. Word-study, — Latin suffixes. 

[Grammar (five weeks) : Review. Complete nouns and personal 
pronouns.] See Outline of Grammar. 



LESSON XCVIII 



Dictation 

Dictate for one division of the class to write at the board, 
and the other on paper, the heading, address and salutation 
of a letter ; also the complimentary close. The pupils will 
give reasons for spacing, capitals and punctuation in each 
case. 

Review titles, the abbreviations of titles preceeding and 
following names, and forms of greeting. 



LESSON XCIX 



Familiar Letters 
Write a letter from a robin arriving in this town early in 
the spring, to his mate, who was detained at the South by an 
accident. 

A few questions in the manner and spirit of Lesson LXV 
will insure good stories. 

General plan, Lesson LXXXV. Outlines VII and XI. 
91 



LANGUAGE LESSONS 
LESSON C 



Business Letter 

With the form of a letter-sheet drawn upon the board, the 
pupils will give directions for spacing, margins, position 
and correct writing of items, in a letter to the publishers, 
ordering The Youth's Companion. 

The pupils will then write a similar exercise for further 
criticism. 



LESSON CI 



A formal invitation ; invitation accepted ; invitation not 
accepted. 



LESSON CII 



A Letter of Application 

Ogdensbttrg, N. Y., 
June 26, 1891. 
Weed & Weston, 

Potsdam, N. Y. 
Gentlemen : — 

I wish to apply for the position advertised by you in the Courier 
and Freeman of June 24th. 

I am fifteen years old, large for my age, and am well and strong and 
have just graduated from grammar school, No. 6. I think I can earn 
three dollars a week and I shall try to do faithfully whatever you may 
require. 

I enclose recommendations from Superintendent Kennedy and also 
from my teacher, Mr. Arthur. 

Very respectfully yours, 

Allen E. Munson. 



SEVENTH TEAR— THIRD QUARTER 

LESSON cm 



Write the letter of recommendation from Sup't Kennedy. 
Write also a letter of application. 



LESSON CIV 



Dictation 
1. Direct quotations. 2. The apostrophe denoting pos- 
session. 3. The apostrophe denoting the omission of letters. 



LESSON CV 



Direct and Indirect Quotation 
I. The direct form gives the thought of an author in his 
own words ; the indirect, his thought only, not his words. 

1. " After all," said Farmer John, "the best of a journey is getting 
home." 

2. Farmer John says that the best of a journey is getting home. 

3. Direct. "The town is a perfect Babylon to a quiet chap," said 
Farmer John. 

4. Indirect. Farmer John said the town was a perfect Babylon to a 
quiet chap. 

II. Use the direct form to give energy to the expression. 

1. "Step out of my way, Tim," said John. Indirect. John told 
Tim to step out of his way. 

Change the following to the indirect and notice which is the more 
effective. 1. " That mutton looks very nice," said the old gentleman ; 
" give me a bit." 2. " Impossible, sir," said Gluck. 3. " What's your 
business?" asked Hans. 4. "Avery pretty business, indeed," said 
Gluck. 5. " Have you had your breakfast," Drover asked. 6. "Yes," 
said Frisk. 7. " Where did you have it ?" asked Drover. 8. "By the 
fireside," said Frisk. 



94 LANGUAGE LESSONS 

III. An exclamation or an interrogation point, if belong- 
ing to the quotation, must stand within the quotation marks. 



LESSON CVI 



Coffee 
Follow general plan of Lesson XXXVIII. Outline XII. 
Assign the different topics in the outline for pupils to pre- 
pare from the Cyclopaedia and other books of reference. 
Exercise 1 
Use pictures, illustrations, and specimens. 

1. Description. Call upon the pupils to whom this topic was assigned 
for the description. Make the points as clear and vivid as possible. 
The teacher corrects and supplements the material brought to class by 
the children. 

2. The language or symbol from Alden's Language of Flowers. 

3. Habitat or home. Of what country is it a native ? "What climate ? 
In what country or countries is it produced ? What places does it 
prefer ? High or low ? Dry or moist ? 

4. History. Its discovery, and subsequent introduction to other coun- 
tries and peoples. 

5. Distribution. Is it widely distributed as to its production ? As 
an article of commerce ? 

6. Cultivation. "Wild or cultivated ? How cultivated as to soil ? As 
to the process ? As to the manner of growth ; i. c., from seeds, cut- 
tings ; in orchards, fields, groves, or gardens ? 

7. As an article of commerce, is it of much or little value ? An esti- 
mate of the amount produced or consumed in one or more countries. 
Some idea of the extent of the coffee trade. 

8. The earliest mention in history, in literature. Has it a place in 
literature or poetry ? 

9. The commonest or most beautiful poem, fable, or quotation concern- 
ing it. 



Lesson CVII, Synthesis ; Lesson CVIII, Hemp ; Lesson 
CIX, Reproduction from Heroic Deeds; Lesson OX, The Bat. 
In each case observe the plan of previous lessons. 



SEVENTH YEAR-THIRD QUARTER 95 

Word-Study 
For suggestions in teaching, see Sixth year, Second 
quarter. 

1. Ab, from or away ; as, ab-ject, ab-solve. 

2. Abs, from or away ; abs-ent, abs-tain. 

3. Ad, to ; as, ad-apt, ad-kere. 

4. A (for ad) to; a-scend, a-vow. 

5. Ac (for ad) to ; ac-cede, ac-cept. 

6. Af (for ad) to ; af-fix, af-flict. 

7. Ag (for ad) to; ag-gravate, ag-gress. 

8. Al (for ad) to; al-lude, al-ly. 

9. An (for ad) to ; an-nex, an-nul. 

10. Ap (for ad) to ; ap-pend, ap-parent. 

11. Ar (for ad) to ; ar-range. 

12. As (for ad) to ; as-sail, as-sume. 

13. At (for ad) to ; at-tain, at-tend. 

14. Am, around or about ; as, am-bition. 

15. Ante, before ; as, ante-cedent, aute-rooin. 

16. Circum, around; as, circum-scribe. 

17. Con, together or with ; as, con-flict. 

18. Co (for con) with; as, co-equal, co-exist. 

19. Com (for con) together or with ; as, corn-motion. 

20. Cor (for con) together or with ; as, cor-relative. 



SEVENTH YEAR— Fourth Quarter 



Work for the quarter (five weeks) : 

1. Letter-writing ; — orders for money, and merchandise, 
bills, receipts, notes. 

2. Keproductions from Manual of Reading. — Miss Potter. 

3. Vegetable Kingdom, — Flax, cork. 

4. Word-Study. 

[Grammar (five weeks): Adjectives. Verbs to mode. Grammatical 
predicate. See Outline of Grammar.] 



LESSON CXI 



Business Letters 
As models, use real business papers. Observe the plan of 
Lesson LXXXIV. Apply pupils' knowledge of letter-forms. 
A Letter Ordering Goods 

Union Academy, Erie, Pa., 
March 6, 1891. 
School Supply Co. , 
Boston, Mass. 
Dear Sirs : — Kindly send us by American Express, at the earliest 
possible date, the following books : 
10 Greene's Grammar. 
10 Appleton's New Physical Geography. 
10 Milne's Elementary Algebra. 
10 Milne's Practical Arithmetic. 
10 Macy's Civil Government. 
"We thank you for your promptness in filling our former order. 
Enclose bill at your very best rate, and oblige, 
Yours truly, 

S. S. Shipman, Prin. 
96 



SEVENTH YEAR— FOURTH QUARTER 



97 



Bill 



Mr. S. S. Shiphan, 



Boston, March 8, 1891. 
Bought of ScnooL Supply Co. 



10 Greene's Grammar @ 90c. 
10 Physical Geography ' ' 95c. 
10 Elementary Algebra " 95c. 
10 Practical Arithmetic " 85c. 
10 Civil Government " 90c. 




| 9 
9 
9 
8 
9 


00 
50 
50 
50 
00 


Received payment, 

School Supply Co., 


$45! 50 




per 


rAYLOK 



Receipt 
$45.25. Buffalo, N. Y., March 10, 1891. 

Received from J. J. Johnson, forty-five and r %% dollars, payment in 
full. J. H. Anthony. 



Note 
$36.18. Buffalo, N. Y., Oct. 16, 1891. 

For value received, two months after date I promise to pay James 
Freeman, or order, thirty-six ^ dollars, with interest. 

Charles O. Wilson. 



Kequire pupils to write orders, bills, etc., observing the 
correct forms. 

In a bill, what is the first thing you find written ? Where is the 
name of the buyer written ? Of the person or persons who sell ? How 
are the items written ? 

What is meant by receipting a bill ? Why is the word Taylor written 
below the name of the firm ? What words should not be written until 
the bill is paid ? 



LESSON CXII 



For plan, see 
and VII. 



The Soldier's Reprieve 
Lessons XXIII and LIX. 



Outlines X 



98 LANGUAGE LESSONS 

LESSON OXIII 



Change the words in italics to phrases prepositions and 
their objects), and the phrases to words. 

Examples. 1. This giant turns the wheels of all the mills. Ch. This 
giant turns all the mill wheels. 2. He stood on the top of the mountain . 
3. He spoke in a very rapid manner. 4. This was a valley of great 
fertility. 5. He behaved with great politeness to his sister. 6. Jacko 
behaved in all respects with propriety. 7. You looked with longing at 
the poultry. 8. There were musical sounds in the air. 9. The child 
looked up with an air of joy. 10. John had acquired a stooping habit. 
11. A habit of carelessness is hard to overcome. 12. The butterfly rested ' 
on a bank of moss. 13. The mother had a look of weariness. 14. The 
sides of the mountains are covered with snow. 15. He spoke with clear- 
ness and force. 16. He looked with great anxiety for his father. 17. The 
enemy fought desperately. 18. He wore & solemn look. 19. He is a 
musician of great skill. 

LESSON OXIV 

Flax 
Observe the plan of OVI. Outlines X, VII, and XL 

Dictate sentences in which pupils will be required to write 
the plurals of letters, figures and signs. They will explain 
the punctuation, giving reasons. 



LESSON CXV 



A Ballad of Sir John Franklin 
Follow the directions given in Lesson CXII. 



LESSON CXVI 



Cork 
See Lesson CXIV. 



SEVENTH TEAR— FOURTH QUARTER 
LESSON CXVII 



Compound Words — The Hyphen 
Kerl says : 

I. Two or more words expressing but one idea, or habitu- 
ally used together as the term for one idea, should be made 
compound. 

A crow is a black bird, not a blackbird. A living oak is a 
live oak not a live-oak (tree). A master who dances is a 
dancing master, not a dancing-master. Many colored birds 
are not many-colored birds. A lady's slipper is a shoe, not 
a lady's-slipper (plant). 

II. When a compound word is first formed or but little 
used, a hyphen is generally placed between its parts. 

Night-robber, labor-saving, express-wagon, sea-breeze, 
fire-fly, tree-toad, play-mate, hard-hearted. 

III. By long and general use, most compound words lose 
the hyphen, provided the parts coalesce as smoothly as the 
syllables of one word, and under one chief accent. 

Statesman, steamboat, railroad, inkstand, bookseller, 
schoolhouse. 

Dictate compound words to be written with and without 
the hyphen. 

Word- Study 
For suggestion in regard to plan, see Sixth Year, Second 
Quarter. 

1. Ex, out or out of ; as, ex-act, ex-cept. 

2. E (for ex), out or out of; as, e-dict, e-ject. 

3. Ef (for ex), out or out of; as, ef-face. 

4. Extra, beyond ; as, extra-ordinary. 

5. In, in or into ; as, in-cline, in-clude. (Verb). 

6. II (for in), in or into ; as, il-lusion. 

7. Im (for in) in or into; as, ini-merse, im-pend. 

8. Ir (for in), in or into; as, ir-ritate. 



100 LANGUAGE LESSONS 

9. In, not (before adjectives); as, in-active. 

10. Ig (for in), not ; as, ig-noble. 

11. II (for in) not ; as, il-legal, il-licit. 

12. Im (for in), not ; as iin-moral, im-mortal. 

13. Ir (for in), not ; as, irrational. 

14. Inter, between or among ; as, inter-lude. 

15. Ob, against, in the way ; as, obstacle, ob-trude. 

16. Per, through or thoroughly ; as, per-fect, per-spire. 

17. Post, after ; as post-pone. 

18. Pre, before; as, pre-cede, pre-dict. 

19. Re, back or again; as, re-cede, re-claim. 

20. Sub, under; as, sub-scribe. 



EIGHTH YEAR— First Quarter 



Work for the quarter (five weeks) : 

1. Eeproductions. — Poetry and prose. 

2. Vegetable kingdom. — Rice, Grapes and Grape-wine. 

3. Stories developed from short poems. 

4. Word-study. 

[Grammar (five weeks) : Begin at mode and finish verbs.] 



LESSON CXVIII 



Review 

I 
An Impromptu Letter 
Time, 20 m. Subjects from which to choose, — My Next 
Vacation, The Last Ball-game, etc. 
Avoid an abrupt introduction and conclusion. 

II 
Write to a former teacher asking for a letter of recommen- 
dation to H. D. Thatcher, druggist, Canton, N. Y., of whom 
you wish to obtain employment. 
Ill 
Write the letter of recommendation asked for in the last 
exercise. 

IV 

Varying a Statement 
John is an accurate student. 
John is not an inaccurate student. 
John is far from being an inaccurate student. 
Few students are as accurate as John. 
101 



102 LANGUAGE LESSONS 

Many students are less accurate than John. 
None are so accurate in their studies as John. 
As a student, John excels in accuracy. 
John's work as a student is done accurately. 
As a student, John works with great accuracy. 

Vary other statements in a similar manner. 
V 

Form nouns by adding suffixes to the following words, and 
give the meaning of each suffix : 

Free, hard, meek, hardy, high, fellow, book, friend, great, 
martyr, sail, draw, write, idle, boy, walk, good, child, direct, 
hear. 

VI 

Analyze the following as in Lesson LXII. Give the 
meaning : "Wickedness, homeward, freedom, foretaste, mis- 
take, kinship, wildness, Berjnie, girlhood, preacher, young- 
ster, fourteen, hopeless. 



LESSON CXIX 



Reproduction 
John Burns of Gettysburg. — Bret Harte. 
Follow the general plan of Lesson XXIII. For plan, see 
also Outline X. 

Observe that there are remarks leading up to the story, or 
an Introduction ; also that there are general remarks at the 
close, or a Conclusion. 
Outline XIII. 
I. Introduction. — Characteristics of John Burns. 
II. Discussion.— Story of the Battle ; Outline IX. 
III. Conclusion. — The moral. 

In the Discussion, instead of observing Outline IX, the 
analysis may follow the order of events, as in the following : 



EIGHTH TEAR— FIRST QUARTER 103 

77. Reproduction 
In Swanage Bay. — Miss Muloch. 
I. Introduction. — The fisherman's advice. 

II. Discussion. — The fisherman's story. 

1. How the bay looked at the time of the accident. 

2. The three children. 

3. Dick's proposal to take a boat-ride. 

4. The ride. 

5. The accident. 

6. The fate of the children. 

III. Conclusion. — The effect of the story. 



LESSON CXX 



Rice 
For method, see lesson CVI. 



LESSON CXXI 



Interrogation 

In many cases, the interrogative form is only an emphatic 
way of making a statement. 

Change the following from interrogative to declarative 
sentences and observe which are the more emphatic : 

1. Can the mother forget her child ? 2. When can their glory fade ? 
3. Isn't God upon the ocean just the same as on the land ? 4. Who 
would scorn his humble fellow for the poverty he suffers ? 5. For his 
daily cares ? 6. Who would give his pen to blacken Freedom's page 
of light ? 7. Who would lend his tongue to utter praise of tyranny ? 
8. Is life so dear, or peace so sweet, as to be purchased at the price of 
chains and slavery ? 9. When shall we be stronger ? 10. Shall we 
gather strength by irresolution and inaction ? 



104 LANGUAGE LESSONS 

LESSON CXXII 



Reproduction 

The Golden Touch. — Hawthorne's Wonder Boole. 
Write an introduction and a conclusion to the story. 
In writing, use examples of interrogation. Apply also the 
knowledge acquired in varying a statement. 

LESSON OXXIII 



Grapes and Grape- Wine 
Observe the plan and method of Lesson CVI. 



LESSON CXXIV 



The Two Pictures 

Assign one of the following stanzas to each half of the 
class. Let each be treated as a picture. Let the story be 
developed fully enough to produce a pleasing effect, observ- 
ing a proper proportion of parts. See Lesson CXIX. 

In criticism, observe Outlines VII and XL 

I 

The old farm-house with windows wide, 
And sweet with clover on each side ; 
A bright-eyed boy who looks from out 
The door with woodbine wreathed about, 
And wishes his one thought all day ; 

" Oh, if I could but fly away 
From this dull spot the world to see, 

How happy would I be." 



EIGHTH YEAR— FIRST QUARTER 105 

II 
Amid the city's constant din, 
A man who round the world hath been 
Is thinking, thinking all day long, 
" Oh, could I only trace once more 
The field-path to the farm-house door, 
The old, green meadows could I see, 
How happy I would be." 

Lesson CXXV, Synthesis; CXXVI, Reproduction from 
The Wonder Booh. 

Word Study — Prefixes 
For suggestions in regard to method, see Sixth yeaiy 
Second Quarter. 

1. Sub, under ; as, sub-tract. 

2. Sue (for sub) under; as, suc-ceed. 

3. Suf (for sub) under ; suf-fer. 

4. Sup (for sub) under; as, sup-port, sup-pose. 

5. Sus (for sub) under; as, sus-peet, sus-pend. 

6. Super, above, over ; as, super -fine. 

7. Sur (for super) above, upon ; as, sur-mount. 

8. Trans, over, beyond ; as, trans-late, trans-mit. 

9. Anti, against, opposite ; as, anti-bilious. 

10. Ant (for anti) opposite ; as, ant-arctic. 

11. Dia, through ; dia-meter. 

12. Hyper, beyond, over ; hyper-bole. 



EIGHTH YEAR— Second Quarter 



Work for the quarter (five weeks): 

1. Reproductions from Robinson Crusoe. 

2. Native Forest Trees. 

3. Biographical sketches. 

4. Word-study — Stems. 

[Grammar (five weeks) : Review rules for the agreement of verbs, 
shall and mil, and abbreviated forms. Participles.] 
See Outline of Grammar. 



LESSON CXXVII 



The Comma 
Rule 1. Nouns in apposition are with their modifiers, set 
off by commas ; as, 

1. Shy lock, the Jew, lived at Venice. 

2. Bassanio, a noble Venetian, had nearly exhausted his fortune. 
Rule 2. Two or more words or short expressions having 

the same use are separated by the comma, unless connected 
•by conjunctions. 

1. Break, break, break, on thy cold gray stones. 

2. Still achieving, still pursuing, learn to labor and to wait. 

Mule 3. Contrasted words or phrases are separated from 
each other by the comma ; as, 

1. Dissipation, and not hard work, is ruining his health. 

2. It was not William, but his brother, who did the mischief. 
Rule Jf. Words in pairs take a comma after each pair. 

1. Cold or hot, wet or dry, their work was the same. 
106 



EIGHTH TEAR— SECOND QUARTER 107 

Rule 5. Nouns independent by address are set off by 
commas. 

Find examples illustrating these rules in The Barefoot 
Boy, and The Old Oaken Bucket. 



LESSON CXXVIII 



Reproductio?i 

The early life of Kobinson Crusoe, including the Ship- 
wreck. 

Pupils will read the story out of class. Oral reproduction 
in class, adding and correcting when necessary, each pupil 
mentioning what he considers the most interesting circum- 
stances in the work assigned. 

In assigning the lesson, the teacher will observe Outline X. 

After reading, the pupils will choose or construct their 
own outline. Write out of class. 

Observe Outlines VII, X and XI. 

LESSON CXXIX 

Inversion — Natural and Inverted Order 

In a sentence, the usual arrangement of parts is (1) subject, 
(2) predicate and its modifiers ; as, The boys came out. 
This is therefore the natural order. 

In the sentence, Out came the boys, the words out and 
came by being placed in an unusual position, are made more 
emphatic. This sentence, therefore, has the emphatic or in- 
verted order. 

In the following sentences, change from the inverted to the 
natural order and observe the effect : 

1. Green is the turf where my brothers play. 2. Bright and early 
the boys were away to their work. 3. Nobly he did his duty. 4. Tall, 



108 LANGUAGE LESSONS 

stately, and white as lilies, there stood forty or fifty spikes of a flower 
we had never before seen. 5. So all night long the storm roared on. 
6. Out of the bosom of the air descends the snow. 7. Silent and soft 
and slow descends the snow. 8. Hushed is the harp. 9. Wild was the 
night. 10. Slowly and sadly we laid him down. 

1. A wondrous change comes on softly over the face of nature. 

2. That ancient name's renown is dear. 3. It is certain he seldom 
smiled. 4. Very good farmers they were. 



LESSON CXXX 



Wheat or Tea 
Follow the plan of Lesson CVI. 

LESSON CXXXI 



Reproduction. *he life of Crusoe from the Shipwreck, to 
and including the Building of his Boat. 
Observe Lesson CXXVIII. 



LESSON CXXXII 



Inversion 
Change from exclamatory to declarative sentences and ob- 
serve which is the most effective. 

1. What vast motives press upon us for lofty efforts ! 2. What 
brilliant prospects invite our enthusiasm ! 3. Oh the wild charge they 
made ! 4. How beautiful is the summer night ! 5. How beautiful are 
the long mild twilights ! 6. How sweetly, softly twilight falls ! 7. 
What poetry within them lay ! 

II 
An Impromptu Exercise 
Subjects, — Our Neighbor's Cat. Would I like a pet Dog ? 



EIGHTH TEAR— SECOND QUARTER 109 

Write an introduction and conclusion. Show some skill in 
varying the form of statement. 
Ill 
Develop a story from the following : 

"Twist me and turn me and show me the elf ; 
I looked in the water and saw myself." 



LESSON CXXXIII 

Native Forest Trees — Oak, Maple, etc 
I 
Assign the work and conduct the exercise as in Lesson CVI. 

II 
Each looks up his own material and writes about the tree 
he would prefer to plant on Arbor Day. 
Observe with some changes, Outline XII. 



LESSON CXXXIV 

Biographical Sketches — Outline XIV 

1. Parentage. 

2. Birth — when, where. 

3. Early life and education. 

4. Personal appearance. 

5. Pursuits and achievements. 

6. Moral character. 

7. What distinguished him. 

8. Death, — where, when, how. 

9. Influence of his life and character. 
10. Anecdotes. 

The topics in the outline are often changed for variety, 
beginning sometimes with 10, 4, etc. 



110 LANGUAGE LESSONS 

Assign topics in the outline for individuals or divisions of 
the class to prepare. 

Follow the general plan of Lesson XXXVIII, except that 
pupils write out of class. 

Write a sketch of one or more of the following persons : 
George Washington, Abraham Lincoln, Christopher Colum- 
bus, Gren. U. S. Grant, Henry Hudson, Robinson Crusoe, etc. 
Word-Study — Latin Stems 

Eeference books : Kennedy's Stem Dictionary and What 
Words Say; also Swinton's New Word- Analysis and the 
Dictionary. 

Eequire the meaning of the following familiar stems, also 
the formation and definition of the more common words 
containing them. 

(1) Assign for a lesson, one, two, three or four stems as 
the case may be, together with a word in which it is found. 
This may be analyzed and defined in class. (2) The pupils 
will prepare from their reference books, list of words con- 
taining the stems, with their meanings. (3) In class, these 
words will be spelled, analyzed and defined or used in sen- 
tences somewhat after the manner of a thorough spelling 
lesson. 



ag 


brev 


cing 


dign 


alt 


cad 


el in 


due 


anim — mind 


capt 


cor 


equ — equal 


ann 


cam 


cur 


fa 


apt 


ced 


curr 


fact 


bas 


cent 


diet 


fer — carry 



EIGHTH YEAR— Third Quarter 



Work for the quarter (five weeks) : 

1. Reproductions. 

2. Newapaper Paragraphs. 

3. Rivers of New York. 

4. Word-Study. Latin Stems. 

[Grammar (five weeks): Review participles. Infinitives. Adverbs. 
3e Outline.] 



LESSON CXXXV 



JVeiVspaper Paragraphs — Illustration 

"A remarkable and somewhat startling electric display occurred in 
front of No. 140 South Pearl street, last night. A boy named McDonald 
caught hold of the iron hoisting-bar of the awning and tried to raise 
himself up in order to look in at the window. There is an electric light 
in front, and the iron frame of the awning became connected with it. 
In an instant, sparks and Hashes of electricity flew from the boy's feet 
with detonations like fire-crackers. The boy could not let go. 

"A bystander caught hold of him and pulled him away, but in doing 
so received a severe shock and was knocked into the street. Though 
dazed and stunned, the boy was soon restored and walked home ap- 
parently uninjured." 

Write, observing Outline IX as illustrated above, news- 
paragraphs on the following subjects : (1) Struck by Light- 
ning ; (2) An incident of the Fourth of July ; (3) those who 
prefer to do so, may choose their own subjects. 
Ill 



112 LANGUAGE LESSONS 

LESSON CXXXVI 



The Snow- Shower — Bryant 
I. Simile 
Call attention to the similes, examine, compare, and obtain 
the following definition : 

A comparison expressing likeness between things of a dif- 
ferent hind or nature, is a simile. The comparisonis gener- 
ally expressed by the words like or as. 

II 

The pupils will treat the poem as a picture and from the 
suggestions containedjn it, develop a story making the best 
possible use of the poem. Each story will contain at least 
one original simile. 

Observe in criticism, Outlines YII and XL 



LESSON CXXXVII 



The Painter of Seville — Miss Wilson 

In assigning the work, the teacher will observe Outline X, 
especially 0. (4). Each story is to contain at least one 
original simile. 



If prose selections are desired, read from Irving, The Mid- 
night Adventure of Ichabod Crane, Wouter Van Twiller, etc. 

Lessons similar to CVI may be prepared on Cotton, or Salt ; 
or, observing the outline, the compositions may be prepared 
wholly by the pupils, provided they do not copy from the 
reference books. 



EIGHTH TEAR— THIRD QUARTER 113 

LESSON CXXXVIII 



Rivers of New York 
Outline XV. 

1. Early history. 

2. Indian name. 

3. Description, as if by an actual observer. 

4. For what each is noted. 

5. Historical incidents. 

6. The commonest or most beautiful quotation, story or 
poem concerning it. 

Topics may be assigned and the lesson conducted in a 
manner similar to lesson XXXVIII ; or, dividing the class 
into four groups, the St. Lawrence, the Hudson, the Susque- 
hanna and Niagara may be assigned for the same lesson, 
having a conversational lesson the first day. The second 
da} 7 , reading and oral criticism ; the third, criticism of 
written work, observing in criticism Outline VII and XI. 

The hikes, mountains and cities of New York may be 
treated similarly. For reference see Hendrick's History of 
the Empire State, the Cyclopaedia, etc. 



LESSON CXXXIX 



Participles 

Example. — Desiring- a symmetrical form, the young trees are care- 
fully pruned by the gardener. 

Is it the trees or the gardener that desires ? To which noun does the 
participle belong ? Since gardener is evidently the modified word, cor- 
rect the sentence as follows : Desiring a symmetrical form, the gardener 
carefully prunes the young trees. 

Rule. — A participle introducing a sentence, should modify 
the subject of the next verb. 



114 LANGUAGE LESSONS 

1. So saying, lie put an end to the helpless beetle. 2. Watching 
from the bough of a near plum-tree, a cat appeared in sight. 3. Eating 
away at the cherries, was a blackbird on the top-most bough. 4. Puz- 
zling her little head about the matter, she sat alone on the door-step. 
5. Growing until they are nearly twenty feet long, the branches bend 
downward. 6. Coming along the iron track, was a wagon drawn by a 
mule. 7. Looking carefully about the room, the child suddenly gave a 
cry of delight. 

Correct the following, giving reasons : 

1. Sending the dog to the right, the sheep were skilfully driven into 
the fold by the shepherd. 2. Hoping to hear from you soon, believe 
me, yours truly. 3. Climbing the hill, the sunset could be seen in all its 
glory. 4. Hearing the clock strike twelve, the doors were closed and 
bolted. 



LESSON CXL 



Stories from Short Poems 
Observe suggestions in Lesson CXXIV. 
I 
' ' What matter how the night behaved ? 
What matter how the north wind raved ? 
Blow high, blow low, not all its suow 
Could quench our hearth-fire's ruddy glow." — Whittier. 

II 
"I'd like to be a butterfly 
Just a little while, 
With great big wings of black and gold ; — 

How I would make you smile ! 
I'd flutter straight into your room, 

And fly and fit, and whirl ; — 
[But, mamma dear, I'd rather be 
Your darling little girl.] " 

III 

"First somebody told it, 
Then the room wouldn't hold it, 
So the busy tongues rolled it 



EIGHTH TEAR— THIRD QUARTER 115 

'Till they got it outside ; 
When the crowd came across it, 
It never once lost it, 
But tossed it and tossed it 

'Till it grew long and wide." 



LESSON CXLI 



Synthesis 
The teacher dictates the short sentences. The pupils- 
write them on the board, afterward combining each group 
into one well arranged simple sentence. 

1. The eagle was hard pushed by his enemies. They were the 
beasts. The eagle was the general of the birds. He sent the bat his 
commands to join the army of the birds. It was in vain. The swallow 
carried his commands. 

2. There was a great battle. It lasted all day. It was between the 
birds and the beasts. 

3. They advanced against the champions. Their spears were leveled. 
They advanced together. Their ranks were closed. It was a sight to- 
make the bravest shrink. 

4. There lived a great thane or lord. He was called Macbeth. It 
was when Duncan reigned. Duncan was King of Scotland. He was- 
called the Meek. 

5. Ferdinand saw such a lovely maiden in this desert place. He 
expected nothing but wonders. He thought he was upon an enchanted 
island. He thought so from the strange sound he heard. He thought 
Miranda was the goddess of the place. 



work of 





Latin Stems 




For suggestions 


and books for reference, 


see the 


e second quarter 






jur 


liter man — hand 


grad 


lat — carry 


loc fid 


graph 


leg — send 


log fin 


grat 


lect — choose 


loqu frang 


hospit 


liber — free 


lud fus — melt 


ject 


lin — flax 


magn gener 


junct 



EIGHTH YEAR— Fourth Quarter 



Work for the quarter (five weeks): 

1. Eeproductions from Robinson Crusoe. 

2. Figures. 

3. Word study — Latin Stems. 

[Grammar (five weeks): Interrogative and relative pronouns.] 



LESSON CXLII 



Improve the construction of the following sentences by 
introducing participles. 

1. He quickly formed his plans and sent off his heavy baggage down 
the river. 2. Cornwallis, who thought everything was safe for the 
winter, was more than surprised. 3. The two Howes thought the 
Americans would be more yielding and therefore asked Congress for a 
committee to confer with them. 4. They took ninety prisoners and 
returned without losing a man. 5. General Howe was recalled and Sir 
Henry Clinton succeeded to the command. 6. When the General found 
himself unsupported by the French fleet, he fell back to the north end 
of the island. 7. Seven hundred put themselves under the command of 
Colonel Boyd and set out for Augusta. 8. When Prevost heard of this 
defeat, he pushed on to Charleston. 9. When Cornwallis heard of 
Tarleton's defeat, he pushed on to cut off Morgan's retreat into Virginia. 
10. The rest of his army returned to Albany and was there disbanded. 



LESSON OXLIII 



Metaphor 
Observe the suggestions in Lesson CXXXVI, and obtain 
the following definition : 

116 



EIGHTH TEAR— FOURTH QUARTER 117 

An expression implying in the word itself, a comparison 
between things of a different kind, is a metaphor. 



LESSON CXLIV 



The Clothing of Robinson Crusoe while on the Island. (1) 
The materials and how obtained. (2) The mode of manufac- 
ture. (3) Description. See Lesson CXXVIII. 



LESSON CXLV 



Crusoe's Companions 
(1) Before the shipwreck. (2) On the island. (3) After 
leaving the island. 

LESSON CXLVI 



Personification — The Fable of the Sun and Wind 
"The Sun and Wind were one day disputing which was the stronger. 
On seeing a traveler approaching, ' Cease your brawling,' said the 
Sun to the Wind, ' and let us decide the question by doing and not by 
talking. Whichever can succeed in taking away that traveler's cloak, 
shall be confessed to be the conqueror. What do you say to deciding 
thus?' 'I agree,' cried the Wind, 'but would you mind my trying 
first ?' ' Not a bit,' said the other ; and straightway the Wind set to 
work. First he tried blowing quietly, then furiously ; and at last he 
blew so loud that you could not have heard yourself speak for his howl- 
ing ; but all his blustering was in vain. So far from giving up his 
cloak, the traveler only drew it closer about him. 

" Now it was the Sun's turn to try. He began by driving away the 
clouds that the wind had gathered ; then he warmed the air with his 
bright face till the traveler was forced to loosen his cloak because of 
the heat. On seeing this the Sun redoubled his efforts, till at last, faint- 
ing with the heat, the weary traveler threw himself on the bank to rest, 
after stripping himself of his cloak and coat as well." 



118 LANGUAGE LESSONS 

Follow the suggestions given in the lesson on simile, and 
obtain the following definition : — An implied comparison, in 
which some of the qualities or acts of persons, are attributed to 
animals or things is called personfication. 

Select the figures in the following sentences, and tell 
wherein the resemblance lies : 

1. The Lord is my shepherd. 2. The hungry sea was roaring and the 
breakers talked with Death. 3. I am an aged hemlock. 4. Evening is 
falling to sleep in the west. 5. Twinkle like diamonds the stars in the 
sky. 6. Her hair is as dark as the midnight wave. 7. Her eyes like 
the kindling fire. 8. His cheeks were like roses, his nose like a cherry. 
9. The flames were like banners in the sky. 10. Like a wasp it (the 
arrow) buzzed and stung him. 11. The Lord is my rock and my 
fortress. 12. Light as the down of a thistle. 

Fables usually teach a moral lesson. Reproduce the fable 
in class. 

For a second exercise, let each pupil read an original fable 
or relate one that he has read, each pupil in turn, mention- 
ing the lesson suggested to him by the fable. 



LESSON CXLVII 

Stories from Short Poems 
I 
' We are but minutes — little things, 
Each one furnished with sixty wings, 
With which to fly on our unseen track, 
And not a minnte ever comes back." 

II 
Out of the way in the corner 

Of our dear old attic room, 
Where bunches of herbs from the hill-side 

Shake ever a faint perfume, 
An oaken chest is standing 

With hasp, and padlock and key, 
Strong as the hands that made it 

On the other side of the sea." 



EIGHTH TEAR-FOURTH QUARTER 119 

For suggestions, see Lesson CXXIV. 



LESSON CXLVIII 



India-rubber or Sugar 
For suggestions, observe Lesson CVI. 

LESSON CXLIX 



Position of Phrases 

Participles and adverbial phrases may be placed with good 
effect at the beginning of a sentence, if for emphasis, the 
subject is to be placed toward the end. 

Change the position of the phrases and observe the effect. 1. Early 
the next day, father came. The country was finally declared free and 
independent in 1776, July 4th. 3. The beggar, limping along to a 
baker's shop, handed him the money. 4. The wind swept the ice from 
the branches, hurrying along and singing as he went. 5. I went to the 
country at the close of the term on a vacation trip, being tired out with 
hard study. 



LESSON CL 



Crusoe's Occupations while on the Island. 



Latin Stems 
For suggestions and for books of reference, see second quar- 



r's work. 










mar 


meter 




mot 


numer 


mater 


migr 




mult 


nunci 


medi 


mir 




mun 


ocul 


ment 


mitt 




nat — born 


par — get ready 


mere 


mon— 


-advise 


nav 


pari 


merg 


mort 




not — known 


part 



NINTH YEAR— First Quarter 



Work for the quarter (five weeks) : (1) Punctuation ; (2) 
Original productions ; (3) Transformation of poetry ; (4) 
Word-study. 

[Grammar (five weeks): Review ; simple sentence ; elements, — prin- 
cipal, subordinate, independent ; word, phrase and clause.] 



LESSON CLI 



Keview the punctuation of simple sentences : 

1. Use & period (1) at the end of a declarative or an im- 
perative sentence ; (2) after every abbreviation ; (3) after an 
address or signature ; (4) after a title or heading. 

2. Set off by a comma, (1) nouns independent by direct 
address ; (2) nouns used independently with a participle ; 
(3) nouns in apposition together with their modifiers; (4) 
inverted phrases, and words and phrases standing parentheti- 
cally between the main parts of the sentence. 

3. Separate by the comma, (1) more than two words or 
short phrases used in the same construction ; (2) contrasted 
words or phrases ; (3) words taken in pairs. 

Eequire rules for the use of the period and comma in 
the following and similar sentences : 

1. Cicero, the orator, was a Roman. 2. Cowards, do ye fear him? 
3. I omit no opportunity of advising, planning, or acting. 4. My 
brother, did you really fear that I was angry ? 5. The moon being 
risen, we resumed our journey. 6. In spite of all difficulties, they 
resolved to make the attempt. 7. They resolved, in spite of all diffi- 
culties, to make the attempt. 8. He admits, however, that good per- 
sons are sometimes disagreeable. 9. Live or die, sink or swim, survive 
120 



NINTH TEAR-FIRST QUARTER 121 

or perish, I give my heart and hand to this vote. 10. They shout again 
with quivering peals, and long halloos, and screams and echoes loud. 
11. Dissipation, not hard study, is ruining his health. 12. Not my 
sister, but I am in fault. 



LESSON CL1I 



Original Productions 
If, for Rhetorical Exercises, greater variety is required in 
the compositions, let each pupil, after the manner of a 
traveler, write a letter from some noted city, no two pupils 
choosing the same one, giving its location, description, popu- 
lation, points of interest, public buildings, streets and indus- 
tries. 

Each will speak of what renders it especially interesting 

to him, and relate his own experience. He will, also, describe 

its people and mention some things of interest in its history. 

For reference, use histories, the Encyclopaedia, Travelers' 

Guides, etc. For criticism, observe outlines VII and XL 

The pupils must avoid copyiug while collecting material 
for compositions. 

II 
'In a similar manner, treat (1) the noted mountains of the 
world ; (2) natural curiosities ; (3) noted places of resort. 
Ill 
Observing, in a general way, Outline XIV, each may write 
a sketch of his favorite character in United States History ; 
his favorite character in the stories he has read. 
IV 
Inversion 
A sentence is often made more effective by changing from 
the active to the passive voice. 

Example : You can see the tower from the balcony. 



122 LANGUAGE LESSONS 

The tower can be seen from the balcony. 1. In the morning, they 
sweep the snow from the threshold. 2. They told me not to cry and 
all would be well. 3. You never heard such music before. 3. Jack 
found his mother at her cottage door, weeping. 4. They heard noth- 
ing more of the wonderful bean-stalk. 5. These reflections troubled 
wise King Midas. 6. They sent a circular through the country offer- 
ing pardon to the colonies. 



LESSON CLIII 



Teach the punctuation of complex sentences : 1. Set off by 
the comma, (1) adjective clauses, except when they are re- 
strictive ; (2) inverted adverbial clauses ; (3) clauses standing 
parenthetically between the main parts of the sentence. 

2. When the main divisions are long, and the parts are set 
off by commas, the semicolon may be used to separate the 
main divisions. 

1. Snow is useful in keeping the earth at a moderate degree of cold ; 
for, where the snow lies, the temperature of the ground is seldom below 
freezing. 2. Pronouns, which are words used instead of nouns, must 
have the syntax of nouns. Pronouns that are used to ask questions are 
interrogative pronouns. 4. Pie is a poor workman that quarrels with 
his tools. 5. Believe not then, says Cicero, those old wives' tales. 6. 
When you are tired, rest. 



LESSON CLIV 



Transforming Poetry into Prose 
Avoid the rhyme and the meter (1) byre-arrangement of 
words, and, (2) by the use of synonyms. 

" A man he was to all the country dear, 
And passing rich on forty pounds a year." 
He was a man beloved by all his neighbors, and his yearly income of 
forty pounds made him exceedingly rich. 

In a similar manner change the following to plain prose : 



NINTH YEAR— FIRST QUARTER 123 

1. Neither a borrower nor a lender be. 

2. Men are but children of a larger growth. 

3. Charms strike the sight, but merit wins the soul. 

4. Full many a gem of purest ray serene, 
The dark unf athomed caves of ocean bear. 

5. Variety's the very spice of life, 
That gives it all its flavor. 

6. Little of all we value here 

Wakes on the morn of its hundredth year 
Without both looking and feeling queer. 

7. True worth is in being not seeming, — 

In doing each day that goes by 
Some little good, not in dreaming 

Of great things to do by and by ; 
For whatever men say in their blindness, 

And spite of the fancies of youth, 
There is nothing so kingly as kindness, 

And nothing so royal as truth. 

II 

Reproduction, — The Wreck of the Hesperus. — Longfellow. 
Ill 
Impromptu Exercise 
Observations at an Agricultural Fair 

1. An Accident. 7. The Balloon Ascension. 

2. The Hurdle-race. 8. The Band. 

3. The Auction. 9. The Grand-Stand. 

4. The Snake-Charmer. 10. The Egyptian Chariot Race. 

5. Floral Hall. 11. Premiums. 

6. The Ball-game. 

LESSON CLV. 



The Grass Family 
1. Classification: plant, endogen, flowering, grass. Characteristics 
(1) Hollow stems ; (2) partitioning nodes ; (3) clasping, sessile leaves. 



124 LANGUAGE LESSONS 

2. Description : (1) General. (2) Of parts — roots, stem, leaves, blos- 
soms, fruit. 

3. Habitat : all climates, all countries, widely districted. 

4. Habits : (1) Growth, — perennial, biennial, annual. (2) Blossoming, 
(3) Fruit-bearing. 

5. Relations : (1) To other plants — resemblances, differences. (1) To- 
man and animals. - (2) To the industries. Commercial value. 

6. Kinds: All grains used for food except buckwheat. 

(1) Wheat, (2) rye, (3) barley ; 
(4) oats— mention the difference ; (5) rice ; 
(6) broom-corn, (7) Indian-corn, (8) sugar-cane ; 
(9) canes, — bamboo, reeds. 
(10) Grasses, — varieties. 

7. Quotations. 

II 
Native forest trees, as the Oak family, the Walnut family, 
the Pine family, etc., may be treated in a manner similar to 
Lessons CLV, CVI. 



LESSON CLVI 



An Allegory 
Read the Eightieth Psalm ; examine, compare with meta- 
phor and simile, and obtain the following : 

A suggested comparison, in which one part is fully described, 
and the likeness is left to be inferred, is an allegory. Re- 
produce the Vision of Mirza, etc. 
II 
Par all e 
Read the parable of the Good Samaritan, Luke X, 30. 
Obtain the following : An allegory used to convey religious 
instruction is called a parable. 
Ill 
Fable 
Recall the fable in Lesson CXLVI, examine and compare 



NINTH YEAR— FIRST QUARTER 125 

with the preceding, and obtain the following : An allegory, 
designed to convey moral instruction, in which the words 
and actions of men are attributed to beasts and inanimate 
things, is a fable. 

(1) Eeproduce the fable of Perseus, etc. (2) Let each 
pupil relate a fable in class. Each listener will mention the 
lesson it suggests to him. (3) Each pupil will either write 
or reproduce a fable. 



LESSON CLVII 



Maize 
See Lessons CVI and CLV. Legend from Hiawatha. 



Latin Stems 
For suggestions in regard to teaching, see Eighth Year, 
Second Quarter. 



past 


pet— 


ask 


port — gate 


sent 


pass 


phil 




pos— place 


sequ 


pater 


plet 




prim 


sol— alone 


ped — foot 


plic 




sacr 


spec 


pell — drive 


pon 




sci— know 


spir 


pend 


port- 


-carry 


scrib 


stru 

tact — touch 



NINTH YEAR— Second Quarter 



Work for the quarter : (1) Eeviews ; (2) Original produc- 
tions ; (3) Use of words ; (4) The paraphrase ; (5) Original 
productions. 

[Grammar (five weeks): Review etymology. Complex and compound 
sentences.] 



LESSON CLVIII 



Begin with a, capital the names of religious denominations, 
political parties, important events, associations, companies, 
people, languages, and each article mentioned in an account ; 
also each word in a compound title, and an abbreviation, if 
the word for which it stands would begin with a capital. 

Dictate the following and require the rule for each capital 
letter: February, Decoration Day, Methodist, Presbyterian, 
Eepublican, Democrat, The Reformation, The Battle of 
Waterloo, The Free Masons, The Declaration of Indepen- 
dence, Young Men's Christian Association, Equitable Life 
Insurance Company, New York City Transfer Company. 

Easter Sunday comes in april, and thanksgiving in novem- 
ber. Wednesday will be decoration day. we shall visit uncle 
william on Christmas day. Switzerland is in the heart of 
europe. he works at the office of the a?tna life insurance 
company. Many Chinese live in California, we went west 
by the new york central railway, pekin is the capital of the 
empire of china, pizarro, the conquerer of pern, was. a 
Spaniard. Ireland, or the emerald isle, lies west of england. 
126 



NINTH YEAR— SECOND QUARTER 127 

II 

Write the names of three associations ; three business con- 
cerns ; five religious denominations ; three daily newspapers; 
the names and titles of five public men ; your own address. 
Give the rule for each capital. 

Write the contractions for the following expressions : I 
will not ; you shall not ; he can not ; he could not ; he. does 
not ; I have not ; he has not ; he is not. 

Write abbreviations for ten titles, states, dates. 



LESSON CLIX 



Make all the corrections necessary in the following sen- 
tences, giving reasons in each case : 

1. Please excuse my room-mate and I. 2. I done my examples last 
night. 3. I seen him when he done it. 4. The book laid on the desk 
this morning. 5. The children was very glad. 6. The blue bird set on 
the highest limb. 7. It was us girls. 8. Who is it for. 9. Who did 
he mention ? 10. Who did the mischief? It was him. 11. Was it 
them ? 12. A large crowd was present. 13. He read slow. 14. He 
speaks very distinct. 15. He moves quick. 16. I didn't say nothing. 
17. I don't think he is here. 18. I think he is not here. 19. This is 
the best book of the two. 

II 

Write for the Courier ami Freeman an account of an acci- 
dent of which you were an eye witness. 
Ill 

You wish to enter a Normal School. Write to the princi- 
pal asking for information, and state your qualifications. 
IV 

1. He is angry at the wicked every day. 2. I set the bird on a bush 
and it sits there still. 3. Him and me carried the basket. 4. Which of 
the two is the best book ? 5. It was an awful shape pencil. 6. He 



128 LANGUAGE LESSONS 

don't hear me. 7. It is a splendid wheel-barrow. 8. "Will I close the 
door ? 9. I will have finished arithmetic by the close of the term. 10. 
I met a poor widow woman. 

V 
Observe the proper form, and write, fold, and address a 
letter to a friend living in a distant city, introducing a school- 
friend. 

VI 
Write a receipt for three months' rent paid you for your 
house on Market street. 

VII 
You desire a situation as a teacher in a public school. 
Write to the School Board stating your qualifications and 
the salary you expect. 

VIII 

(1) For the teacher of your class in penmanship, write a 
letter to Weed & AVeston, Potsdam, N. Y., ordering writing- 
books, and sufficient paper, ink, pens, etc., to supply the 
class. (2) Write the bill of Weed & Weston. (3) Write a 
receipt for the payment. 



LESSON CLX 



I 

Correct the following sentences : 

1. I ain't going to go. 2. I am going to go acrost the bridge. 3. 
Taste of this apple. 4. I have not got another pencil left. 5. You 
hadn't might to say that. 6. I don't ever use any unnecessary words. 
7. He was attackted first. 8. Keep off of my grounds. 9. It will take 
you longer than you think for. 10. The house was completely sur- 
rounded on all sides by a grove. 11. I will try and remember it. 

II 

1. This coffee is lovely. 2. We have splendid singing at our church. 
3. Her hat is perfectly horrid. 4. He told a splendid story. She has a 



NINTH TEAR— SECOND QUARTER 129 

nice voice and sang a very nice song. 6. This is a horrid pen. 7. It is 
a real cold day. 8. The child is some better. 9. She talks a good deal. 
10. Apples are healthy. 

Ill 

State the difference between a large gift and a generous 
gift ; an angry man and a mad man ; a fortunate man and a 
lucky man ; a brave boy and a courageous boy ; a trade and 
an occupation ; pride and vanity ; behavior and conduct. 

IV 

Consult the Dictionary. Use the following words in sen- 
tences to show the difference in their meaning : 

Pile, heap ; huge, immense ; such, so ; except, without, unless ; like, 
as ; in, into ; beside, besides ; between, among ; high, tall ; marvel, 
wonder ; love, like ; bring, fetch ; believe, think ; learning, education ; 
silent, quiet; kill, murder. 

V 

Tell whether the following adjectives refer to physical 
characteristics ; manners ; disposition ; mental or moral 

traits : 

Silent, gentle, noisy, troublesome, agreeable, bold, gay, mighty, 
watchful, strong, dashing, wise, best, hungry, slumbering, heroic, 
proud, truthful, honest, trembling, anxious, exquisite, fond, upright, 
dignified, pitiless, witty, wicked, erect, cruel, droll, gifted, rash, just, 
benevolent, amiable, merciful, awkward, intelligent. 

VII 

What is meant by — 1. An intelligent answer? 2. Arbi- 
trary rules ? 3. An adequate reason ? 4. A frightful acci- 
dent ? 5. A gallant deed ? 6. Martial music ? 7. A. dignified 
manner? S. Extraordinary circumstances ? 9. A. generous 
disposition? 10. A splendid equipage ? 11. A magnificent 
entertainment ? 12. Infallible signs ? 13. A benevolent dis- 
position ? 14. An absurd report ? 



130 LANGUAGE LESSONS 

LESSON CLXI 



The Paraphrase 
See lesson CXVIII, IV. 
Wisdom is the principal thing. 

(1) Chief among desirable things is wisdom. 

(2) Few things are to be preferred to wisdom. 

(3) Wisdom is first among desirable things. 

(4) Nothing is so desirable as wisdom. 

(5) Wisdom is more to be desired than gold, etc. 

When the form in which a thought is expressed has been 
thoroughly changed with little change in meaning, the new 
form is called a paraphrase. 

Endeavor in each of the following sentences, to express 
the thought f nil}' and accurately in different language. 

I. He is industrious. He is not lazy. He does not lack 
diligence. He hasn't a lazy hair in his head. 

2. The early bird catches the worm. 

3. Set a high price on your leisure moments. 

4. He is a poor workman that quarrels with his tools. 

5. "lis the last rose of summer left blooming alone. 
0. He laughs best who laughs last. 

7. A barking dog seldom bites. 

8. Borne was not built in a day. 

9. Discretion is the better part of valor. 

10. My gold is in the sunlight, my silver in the moon. 

II. A thing of beauty is a joy forever. 

I 

Paraphrase the following fable : 

The North Wind and the Sun once fell into a dispute as to which 
was the stronger of the two. They related their most famous exploits, 
and each ended as he began, by thinking that he had the greater power. 

Just then a traveler came in sight, and they agreed to test the matter 
by trying to see who could soonest get off the cloak he wore. 



NINTH YEAR— SECOND QUARTER 131 

The boastful North Wind was the first to try. He blew a furiou's 
blast, and nearly tore the cloak from its fastenings at his first attempt ; 
but the man only held his cloak the more closely. Mortified by his 
failure in so simple a thing, he at last withdrew. 

Then came the kindly Sun, dispelling the clouds and sending his 
warmest rays straight down upon the traveler's head. 

Growing faint with heat, the man flung aside his cloak, and hastened 
to the nearest shade. 

(1) Each pupil will give the lesson suggested to him. (2) 
Criticism, Outline VII. After the pupils' work is complete, 
read the fable in Lesson CXLVI. 

I 

A stag, one day, came to drink from a clear lake, and stopped to look 
at his own image in the water. 

"How beautiful are my fine spreading horns! "said he. "How 
strong and graceful they are, branching from each side of my head I 
What a pity it is that my legs should be so thin and ugly ! " 

Just at this moment came the sound of a huntsman's horn. Away 
flew the stag through the thick woods, but the beautiful antlers, of which 
he had been so vain, caught in the branches and held him fast, and soon 
the hounds were upon him. 

The legs, which he had despised, would have soon carried him out of 
danger, had it not been for the ornaments of which he had been so 
proud. 

(1) Paraphrase the fable, but change it so as to allow the 
stag to escape. (2) Mention the lessons suggested. 

II 

Additional subjects 
(1) Each pupil will write a paraphrase of one of JEsop's 
fables, no two pupils choosing the same. (2) Each may 
choose his own subject and write a biographical sketch of 
some noted American, following Outline XIV. (3) Write a 
story purporting to be a legend of the Racket River, describ- 
ing real scenes and places, following Outline XIII. In criti- 
cism, observe Outlines VII and XL 



VERTEBRATES 



Division I. — Mammals. — Classification 

A. Characteristics. 

(1) They nourish their young on milk supplied from their own bodies. 
(2) Bodies hairy. (3) Heart with four cavities. 

B. Orders. 

I. Bimana, — two-handed animals. 

a. Characteristics: (1) Four incisors in each jaw; (2) great toe 

with fiat nail ; (3) hands on fore-limbs only ; (4) erect. 

b. Members : The Human Race (1) Caucasian, (2) Mongolian, (3) 

Ethiopean, (4) American, (5) the Malay varieties. 

II. Quadrumana, — four-handed animals. 

a. Characteristics: (1) Four incisors in each jaw; (2) great toe 

with flat nail ; (3) hands on four limbs ; (4) teeth uneven. 

b. Members : (1) Apes, (2) Monkeys. 

III. Carnivora, — flesh-eating animals. 

a. Characteristics: (1) Canines well developed ; (2) molars sharp ; 

(3) claws retractile. 

b. Members : (1) Bear family, (Plantigrade); (2) Dog family, (Digiti- 

grade); (3) Cat family, (Digitigrade); (4) Seal family, (Pinni- 
grade); (5) Walrus family, (6) Civet family ; (7) Hyena 
family ; (8) Weasel family. 

IV. Cheiroptera, hand-winged animals. 

a. Characteristics: (1) Insect-eaters; (2) fore-limbs webbed for 

flight ; (3) claws. 

b. Members : (1) Bat family ; (2) Vampires. 

V. Insectivora,— insect-eaters. 

a. Characteristics : (1) Molars with sharp points ; (2) claws. 

b. Members: (1) Moles; Hedgehogs. 
VI Rodentia, — Gnawers. 

a. Characteristics : (1) Canines wanting ; (2) incisors highly de- 

veloped ; (3) claws. 

b. Members: (1) Hare, (2) Squirrel, (3) Beaver, (4) Porcupine, (5) 

Rat, and (6) Mouse families. 
132 



VERTEBRATES 133 

VII Edentata, — toothless animals. 
a. Characteristics: (1) Claws; (2) toothless — Great ant-eater ; (3) 
incisors wanting — Sloth. 

VIII. Ungulata, — hoofed animals. 

1. Ruminants, — Cud -chewing animals. 

a. Characteristics : (1) Vegetarian ; (2) four-fold stomachs ; (3) 
even-toed ; (4) large flat molars ; (5) canines wanting ; (6) 
horns : 

a. Hollow, permanent : Ox, Sheep, and Antelope families. 

b. Solid, deciduous : Deer family. 

c. Solid, permanent : Giraff family. 

d. Hornless : Camel family. 

2. Non-ruminants. 

a. Characteristics : (1) Vegetarian ; (2) single stomach ; (3) large,. 

flat, molars ; (4) canines wanting ; (5) odd-toed. 

b. Members: (1) Horse family, (solid-hoofed); (2) Pachyderm 

families, (thick-skinned). 
(a) With large trunk or proboscis : Elephant, Rhinoceros,. 

Hippopotamus and Tapir families. 
{b) Without large trunk or proboseis : Swine family. 

IX. Cetacea. 

a. Characteristics: (1) Fins; (2) hind limbs wanting; (3) front. 

pair for swimming. 

b. Members: (1) Carnivorous ; (2) nostrils on the top of the head;. 

(3) teeth :— 
(a) Wanting, — Greenland whale. 
{b) In lower jaw, — Sperm whale. 
(c) In both jaws, — Dolphin. 
(1) Herbivorous ; (2) nostrils at the end of the snout ; (3) molars in 
both jaws, — Sea cow. 

X. Marsupialia. 

a. Characteristics : Pouch for immature young. 

b. Members: Opossum, Kangaroo. 
XL Monotremata. 

a. Characteristics : (1) Duck-bill ; (2) webbed-feet. 

b. Members: Ornithorhynchus. 

Division II. — Birds. — Classification 
l. Characteristics : (1) Covering of feathers; (2) four limbs; (3) hind 
pair for moving on land ; (4) front pair for flight ; (5) no teeth ; (6). 
three eye-lids. 



134 LANGUAGE LESSONS 

B. Groups : (1) Birds that habitually live above the earth, in the air or 

on trees are called Aerial birds. (2) Birds that habitually live on 
the ground are called Land birds. (3) Birds that habitually live on 
and about the water are called Water birds. 

C. Orders. 

i". Birds of Prey. 

a. Characteristics: (1) Beak sharp, upper mandible hooked; (2) 
talons sharp, curved ; (3) vision keen ; (4) three toes in front, 
one back on a level with the rest ; (5) food, flesh. 

b. Families : 

1. Falcon Family . 

«. Characteristics: (1) Beak, upper mandible hooked ; (2) talons 
curved, strong ; (3) wings large, strong ; (4) flight high and 
swift ; (5) food, living prey. 

b. Members : (1) Falcons, (2) Hawks, (3) Kites, (4) Buzzards, (5) 
Eagles. 

2. Vulture family . 

ft. Characteristics: (1) Head and neck bare ; (2) beak and claws 

hooked ; (3) wings long ; (4) food, carrion. 
b. Members: (1) Vultures, (2) Condor, (3) Turkey buzzard, (4) 

Carrion crow. 

3. Owl family. 

a. Characteristics : (1) Head and ears large ; (2) eyes large and 

staring ; (3) feathers on feet ; (4) flight noiseless ; \5) carniv- 
orous ; (6) nocturnal. 

b. Members : (1) Hawk owl, (2) White owl, (3) Cat owl, (4) Screech 

owl, (5) Bam owl, (6) Hoot owl. 
77. Perchers. 
ft. Characteristics: (1) Short slender legs; (2) three toes in front 
and one back on the same level, armed with sharp claws ; (3) 
bills : (ft) Depressed and open with wide gape— cleft bills, (b) 
Stout and conical to crush hard seeds — conical bills, (c) Con- 
ical, toothed at tip— insects and fruits— tooth bills, (d) Elon- 
gated and slender, awl-shaped for soft larva and juices of 
flowers, — slender bills, 

Birds with Cleft Bills— {Clef t-Ulled) 

1. Goatsucker family . 

ft. Characteristics : (1) Gape line extends far back ; (2) gape fur- 
nished with bristles to aid in taking insects ; (3) insectivorous, 



VERTEBRATES 135 

taking prey on the wing ; (4) head and eyes large ; (5) flight 
noiseless ; (6) bills depressed ; (7) feet small and week ; instead 
of grasping, sits lengthwise upon the branch ; (8) habits 
nocturnal. 
b. Members : (1) Night swallow, (2) Night hawk, (3) Wkippoor- 
will. 
Swallow family . 

a. Characteristics : (1) Bills short, depressed ; (2) wings long, 

pointed ; (3) tail forked (4) three toes in front and one behind ; 
(5) form slender, elegant ; (6) flight easy, graceful, rapid, 
skimming, long-continued ; (7) migratory. 

b. Members: (1) Barn swallow, (2) Sand martin; (3) Chimney 

swallow, (4) Esculent swallow. 
Kingfisher family. 

a. Characteristics : (1) Bills long, straight, angular, pointed ; (2) 

toes outer and middle united to first joint ; (3) feet small, 
weak ; (4) food, fish. 

b. Members : Kingfisher. 

Birds with Conical Bills — {Conical-billed) 

Finch family. 

a. Characteristics : (1) Beak conical, stout, acute tip ; (2) tongue 

fleshy, tip horny and slit ; (3) granivorous ; (4) flight, a series 
of jerks ; (5) hop on both feet ; (6) size, small ; (7) song, 
melodious. 

b. Members : (1) Sparrow, (2) Snow-bird, (3) Linnet, (4) Canary, 

(5) Goldfinch — yellow bird, (6) Bunting — white snow bird, 
(7) Lark, (8) Skylark, (9) Weaver bird. 
Starling family. 

a. Characteristics : (1) Bills elongated, compressed ; (2) wings 

long, pointed ; (3) toes, three in front and one back ; (4) gre- 
garious ; (5) omnivorous. 

b. Members : (1) Meadow lark, (2) Oriole, (3) Biack-bird, (4) Bobo- 

link. 
Crow family. 

a. Characteristics : (1) Beak strong, conical ; (2) nostrils protected 

by stiff bristles ; (3) wings long, pointed ; (4) omnivorous ; 
(5) sagacious ; (6) intelligent. 

b. Members : (1) Crow, (2) Raven, (3) Rook, (4) Magpie, (5) Jack 

daw, (6) Bird of Paradise, (7) Blue Jay. 



136 LANGUAGE LESSONS 

Bird with Tooth Bills— (Tooth-billed) 

a. Characti ristics : (1) Distinct notch on each side of the extrem- 

ity of the upper mandible ; (2) upper mandible more or less 
hooked ; (3) toes long, armed with acute claws, curved ; 
(4) outer toe more or less united with the middle one ; (5) 
disposition, most predacious of the Perchers ; (6) insects, 
small animals, fruit ; (7) most celebrated songsters. 

1. Shrike family or Butclier bird. 

,,. Characteristics; (1) Food, mice, moles, small birds, grasshop- 
pers (2) hind toe long, broadly padded ; (3) claws long, curved, 
acute ; (4) bill strong', hooked ; (5) sticks its prey upon thorns 
to pull it to pieces. 

b. Members: (1) Butcher-bird, (2) Fly-catcher, (3) Phoebe-bird, (4) 

Redstart, (5) King-bird. 

2. Thrush family. 

-/. Characteristics : (1) ( iourageoiis, energetic ; (2) plumage dark ; 

(3) three toes in front and one back ; (4) song varied and 

beautiful. 
b. Members: (1) Song Thrush, (2) Brown Thrush, (3) Wood 

Thrush, (4) Mocking-bird, (5) American Robin, (6) Cat-bird. 

3. Warbler family. 

.I. Clmnn'li r/sfies : (1) Song beautiful; (2) beak short, tapering; 

(3) tail nearly twice the length of the body ; jerking motion ; 

(4) three toes in front and one back ; (5) food, insects. 

b. Members. (1) Wagtails. (2) Titmice-chickadee, (3) English 
Robin, (4) American Blue Bird, (5) Nightingale, (6) Crested 
Wren, (7) American Warblers. 

Birds with Slender Bills — (Slender-billed) 

<(. Characti ristics: (1) Bills slender, variable in length and form ; 
(2) tip of upper mandible entire and acute ; (3) toes elongated ; 
(4) food insects ; (5) songless. 
1 . Hum m ing-birdfam ily. 

a. Characteristics: (1) Food, insects and honey; (2) size from 
that of chfmney swallow to beetle ; (3) some have bills of 
great length ; (4) beaks awl-shaped, slender, pointed ; (5) 
tongue divided so as to form two slender tubes, resembling 
double-barrelled gun ; (6) plumage beautiful, has a metalic 
brilliancy. 



VERTEBRATES 137 

h. Members : Humming-birds — 300 species. 
'2. Creeper family . 

a. Characteristics : (1) Bills, slender, curved ; (2) companion of 

the woodpecker ; (3) food, insects that the woodpecker has 
• taken from the tree ; (4) ascends the tree spirally, rapidly, 
not hopping like the woodpecker ; (5) tail bent to the tree. 

b. Members : Tree Climber or Creeper. 
~3. Wren family. 

a. Characteristics: (1) Small, lively, familiar birds; (2) migra- 

tory ; (3) flits with direct flight from bush to bush. 

b. Members: Wren. 

III. Climbers. 

a. Characteristics : (1) Beak strong, straight or hooked ; (2) 

tongue long, barbed ; (3) toes, two in front, two back, the 
outer toe reversible. 

b. Families. 

1. Cuckoo fa mil//. 

a. Characteristics : (1) Beak long, straight ; (2) tongue long, 
barbed ; (3) toes, two in front, two back, the outer toe re- 
versible. 

h. Mt mb( rs: Yellow-billed and Black-billed Cuckoo. 

2. Pa/rrot family. 

a. Characteristics : (1) Beak strong, hooked; (2) tongue thick, 

short; (3) toes, two in front, two back, the outer toe reversible. 

b. Members: (1) Parrot, (2) Cockatoo, (3) Macaw. 

3. Toucan family . 

a. Characteristics : (1) Beak very large ; (2) tongue long and 

barbed. 

b. Members : Toucan. 

4. Woodpecli r fun Uy. 

a. Characteristics: (1) Beak long, sharp, straight; (2) tongue, 

long, barbed ; (3) strong quills of tail-feathers used in climb- 
ing ; (4) food, insects found in trees. 

b. Merribi rs : Woodpeckers. 

Land Birds 

IV. Scratchers. 

a. Characteristics: (1) Beak short, arched; (2) wings short; (3) 

legs short, strong ; (4) toes three in front, one back, blunt 
nails. 

b. Families. 



138 LANGUAGE LESSONS 

1. Grouse family. 

a. Characteristics : (1) Beak short, arched ; feet covered with 

feathers, nails blunt ; (3) omnivorous. 

b. Members : Grouse, (2) Partridge, (3) Quail, (4) Prairie Hen. 

2. Pheasant family . 

a. Characteristics: (1) Beak short, arched ; (2) wings short; (3) 

tail large ; (4) hind toe high. 

b. Members: (1) Pheasant, (2) Turkey, (3) Peacock, (4) Guinea 

fowl, (5) Common fowl. 

3. Dove family. 

a. Characteristics : (1) "Wings large ; (2) legs short ; (3) toes on a 

level ; do not scratch ; (4) live in pairs. 

b. Members: (1) Common dove, (2) Turtle dove, (3) Wild Pigeon, 

(4) Carrier Pigeon. 

V. Runners. 

a. Characteristics : (1) Heads small ; (2) wings very small ; (3) 

legs long, strong for running ; (4) plumage long, loose ; (5) 
size, large. 

b. Families. 

1. Ostrich family. 

a. Characteristics : (1) Head naked ; (2) neck very long ; (3) wing 

very small ; (4) legs long, strong for running ; (5) strength 
great. 

b. Members : (1) Ostrich, (2) Rhea. 

2. Emu family. 

a. Characteristics : (1) Resembles ostrich only smaller. 

b. Members : Emu. 

3. Cassoicary family . 

a. Characteristics: (1) Resembles Emu only smaller. 

b. Members: Cassowary. 

Water Birds 

VI. Swimmers. 

a. Characteristics : (1) Feet webbed ; (2) legs short, far back on the- 

body, far apart ; (3) body broad, depressed ; (4) beak broad, 
flat ; (5) feathers short, oily. 

b. Families. 
1. Duck, family. 

a. Characteristics: (1) Beak broad, tooth-like projections along 
the edges ; (2) nostrils near the base of the bill ; (3) tongue 



VERTEBRATES 139 

fleshy ; (4) legs far back on the body, short ; (5) toes webbed, 
hind toe elevated. 
b, Members : (1) Duck, (2) Goose, (3) Swan. 

2. Gull family. 

a. Characteristics: (1) Beak long; (2) neck short; (3) wings 

long, strong ; (4) flight long and distant. 

b. Members : (1) Gull, (2) Stormy Petrel, (3) Albatross. 

3. Diver family : 

a. Characteristics : (1) Legs far back ; (2) feet webbed ; (3) bill 

long, pointed ; (4) food, fish ; (5) sits with body nearly erect. 

b. Members : (1) Loon, (2) Penguin, (3) Auk, (4) Grebe. 

4. Pelican family . 

a. Characteristics: (1) Beak, long, broad, hooked at the end, 

pouch underneath ; (2) wings large ; (3) food fish. 

b. Members : (1) Pelican, (2) Cormorant. 
VII. Waders. 

a. Characteristics : (1) Neck long, slender ; (2) wings large ; (3) legs 

very long ; (4) feet not webbed ; toes long. 

b. Families. 

1. Heron family. 

a. Characteristics : (1) Beak long, strong ; (2) legs and feet long ; 

(3) neck long, slender. 

b. Members: (1) Heron, (2) Stork, (3) Flamingo, (4) Bittern, (5) 

Crane. 

2. Snipe family. 

a. Characteristics : (1) Beak long, flexible ; (2) eyes far back 
and high. 
b. Members: (1) Snipe, (2) Curlew, (3) Scarlet Ibis, (4) Stilt, (5) 
Sand-piper, (6) Woodcock (short-legs). 

3. Ploverfamily. 

a. Characteristics : (1) Small ; (2) toes long, webbed at base >' 
(3) beak and neck short ; (4) body slender. 
b. Members : (1) Golden Plover, (2) Kill-deer, (3) Lapwing. 

4. Rail family. 

a. Characteristics: (1) Short legs for Wader; (2) toes 1 ong ; (3 

tail short ; (4) beak short ; (5) wings short ; (6) size small. 

b. Members : (1) Carolina Rail, (2) Coot. 



/ 






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